Journal of Family Theory & Review最新文献

The article by Dyer (2024) tells the origin story of human development and family science (HDFS). Dyer suggested that HDFS inherited its discipline and department from home economics, but the phasing out of home economics from academia has led to disciplinary fragmentation. This commentary is rooted in my experiences as an HDFS scholar, faculty at two different historically Black universities, and mentor to underrepresented scholars. I have found an academic home in the departments of Family and Consumer Sciences, Psychology, and HDFS. Each department has served my scholarship of discovery thereby demonstrating the disciplinary fragmentation stressed by Dyer. Commonalities and points of distinction across these departments and institutions are discussed following a brief primer on Historically Black Colleges or Universities (HBCUs). Considering the origin story and focus of HDFS at HBCUs would further strengthen our position in the academy.

This special issue explores the positionality of feminist administrators within Human Development and Family Science (HDFS) and their efforts to enhance the discipline's visibility, value, and impact. Drawing from extensive administrative and leadership experiences, the contributors examine the status and boundaries of HDFS in higher education, addressing issues such as devaluation linked to masculinist ideologies, structural challenges, and the need for equitable power distribution. The collection also critiques neoliberalism in academia, advocating for human well-being as the core of HDFS programs. Key themes include the historical and societal contexts of HDFS, critical problems such as burnout and trauma, diverse contributions, and the intellectual work of administration. The issue calls for a transformation in higher education that prioritizes human dignity, inclusivity, and meaningful community engagement, aiming for a more just and effective academic system.

In the fall and winter of 2024, co-guest editors Ramona Oswald and Anisa Zvonkovic talked with Vice President Menah Pratt about her vision for higher education. Dr. Pratt is internationally recognized for her work in leading change in academic institutions. The discussion centered on the unique and precious opportunity of higher education for students, the transformative potential of this opportunity, at the present moment.

Despite long-standing research demonstrating the prevalence of trauma/loss and increased visibility in the recent pandemic, natural disasters, and political violence, many institutions maintaining neoliberal ideologies and practices minimize or disregard the presence and impact of loss and grief on individuals, families, and communities. This deficit in education informs pedagogical approaches and support gaps wherein students remain the forgotten mourners with missed opportunities for development around the universal human experience of loss. In contrast to the neoliberal academy, drawing on feminist, arts-based, and trauma-informed pedagogies, we offer a disruption to neoliberalism by encouraging a theoretical push for scholars to normalize loss in development, enfranchise grief, and promote restorative practices. We share an example featuring art paired with Human Development and Family Science content (Healing in the Arts/HITA), whereby students drew on and/or observed performance art to engage with trauma, loss, and grief. We share strategies for faculty to address trauma and loss and offer resources and support.