Bruce Susan M, Parker Amy T
Lynch School of Education, Boston College, Chestnut Hill, MA, USA.
Am Ann Deaf. 2012 Spring;157(1):16-26. doi: 10.1353/aad.2012.1607.
Six young deafblind adults took a 1-week course on civic engagement and advocacy, which provided the focus for a participatory action research study with a collective case study design. They selected advocacy topics, were briefed on these policy issues, and were paired with experienced mentors for meetings with legislators in Washington, DC. Eight themes were identified from constant comparative and in vivo analysis of classroom discussion notes, interviews, and journals: (a) defining advocacy and advocate, (b) rights and equality, (c) expectations, (d) role of education in change, (e) deafblind expertise, (f) characteristics of effective change agents, (g) advocacy is teamwork, (h) future advocacy. In the classroom, the participants learned about policy issues, communication considerations, and leadership, then applied this knowledge in the legislative arena. Through the advocacy process, they learned to apply their personal strengths as advocates and experienced the importance of teamwork in advocacy.
六名年轻的聋盲成年人参加了为期一周的公民参与和宣传课程，该课程为一项采用集体案例研究设计的参与式行动研究提供了重点。他们选择了宣传主题，听取了关于这些政策问题的简报，并与经验丰富的导师配对，以便在华盛顿特区与立法者会面。通过对课堂讨论笔记、访谈和日志进行持续比较和现场分析，确定了八个主题：(a) 定义宣传和倡导者，(b) 权利和平等，(c) 期望，(d) 教育在变革中的作用，(e) 聋盲专业知识，(f) 有效变革推动者的特征，(g) 宣传是团队合作，(h) 未来宣传。在课堂上，参与者了解了政策问题、沟通注意事项和领导力，然后在立法领域应用了这些知识。通过宣传过程，他们学会了发挥自己作为倡导者的个人优势，并体验到了团队合作在宣传中的重要性。
