Introduction to Special Issue: Psychiatry as Social Medicine

Culture, Medicine, and Psychiatry -     

Integrating Social Science into the Long-Term Ecological Research (LTER) Network: Social Dimensions of Ecological Change and Ecological Dimensions of Social Change

The integration of the social sciences into long-term ecological research is an urgent priority. To address this need, a group of social, earth, and life scientists associated with the National Science Foundations (NSF) Long-Term Ecological Research (LTER) Network have articulated a conceptual framework for understanding the human dimensions of ecological change for the LTER Network. This framework explicitly advocates that what is often divided into natural and human systems be considered a single, complex social-ecological system (SES). In this paper, we propose a list of core social science research areas, concepts, and questions; identify the need for multiscale investigatory frameworks crucial for implementing integrated research; and suggest practical approaches for integration. In sum, this paper is a general outline for empirical and cross-site research projects where investigators agree that bringing together social, biological, and earth scientists can lead to synthetic approaches and a unified understanding of the mechanisms regulating SES. Although the motivation for this goal is specific to the LTER Network and similar projects, we believe that the issues and ideas presented here are widely applicable to other interdisciplinary SES studies.     

Transformative Education: Chronicling a Pedagogy for Social Change

This article chronicles the work of the Llano Grande Center for Research and Development, an educational nonprofit organization in South Texas, by following the narrative of one of its students and two of the authors, who are also founders of Llano Grande. Through the use of ethnography, visuals, and storytelling, they present an emerging theory of practice and a hybrid methodology that has contributed to the development of the work, the school, and the community. An activist agenda informed by practice and supported with theory is woven through the text in biographical form. The text also documents the cornerstones of the work: building strong relationships; work originating from self, place, and community; and engaging in meaningful work. When integrated into a seamless practice, this combination of guiding principles yields a certain power that youth and adults alike begin to negotiate within and between their peers, teachers, and community for change. This sense of self, efficacy, and power then informs much of their work as adults.  [Latino epistemology and education, activist ethnography, Llano Grande Center, storytelling, community as text, pedagogy of hope]     

Research for Change versus Research as Change: Lessons from a Mujerista Participatory Research Team

In this article, I aim to further the discussion of engaged research in anthropology and education by examining the unique changes promoted by participatory research in contrast to policy-oriented activist research models. Drawing on my work with Latina immigrant mothers in a school reform movement, I argue for a Latina feminist view of participatory research that illuminates and builds on Latina women's capacities for social critique and transformative resistance.  [participatory research, activist anthropology, Latino parents, school reform]