Community-Engaged Scholarship and the Discourse of Academic Privilege in Canadian Higher Education

2016 ◽  
pp. 175-196 ◽  
Author(s):  
Tania Kajner
Keyword(s):  
Higher Education ◽  
Engaged Scholarship ◽  
Canadian Higher Education ◽  
Community Engaged Scholarship

scholarly journals The Farm to Fork project: Community-engaged scholarship from community partners' perspective

2014 ◽  
Vol 7 (1) ◽  
Author(s):  
Monika Korzun ◽  
Corey Alexander ◽  
Lee-Jay Cluskey-Belanger ◽  
Danielle Fudger ◽  
Lisa Needham ◽  
...  
Keyword(s):  
Higher Education ◽  
Food Insecurity ◽  
Social Issues ◽  
Higher Education Institutions ◽  
Situation Models ◽  
Engaged Scholarship ◽  
Community Partners ◽  
Sustainable Solutions ◽  
Community Engaged Scholarship ◽  
The Impact

Higher education institutions have traditionally largely ignored their role in identifying and addressing issues that their communities face. In an attempt to tackle this situation, models such as community-engaged scholarship (CES) have been developed and used to illustrate the active roles higher education institutions can play in sustainable social change. CES is guided by principles of mutually beneficial collaboration and reciprocity to address issues faced by the community. CES can guide the development of an in-depth understanding of social issues and can promote long-term and sustainable solutions. CES literature focuses largely on the impacts and benefits to students and faculty, but often ignores assessment of CES projects based on their impact on community partners and the community overall.This article illustrates the experiences of community partners in a Farm To Fork project and the impact of the project on community partners and the community at large. Developed at the University of Guelph in Ontario, Canada, the Farm To Fork project is helping increase the quantity and quality of food donated to emergency food providers, such as food banks and food pantries, via the use of online tools. Based on a survey questionnaire, the experiences of community partners are summarised under four categories: mutual benefit, resources, networking and collaborations, and raising awareness and addressing social issues. The results demonstrate that community partners greatly appreciate the effort and dedication of students and faculty. Through the project, community partners gained experience and access to university resources and formed networks with academics as well as other community organisations that will benefit them in the future. In addition, the Farm To Fork project helped to raise awareness about food insecurity, not only among students and faculty working on the project, but also in the Guelph-Wellington area.Keywords: community-engaged scholarship, food insecurity, community impacts, Farm To Fork, Guelph-Wellington

scholarly journals Collaborating for community-engaged scholarship in health and wellbeing

2016 ◽  
Vol 9 (2) ◽  
pp. 1-19 ◽  
Author(s):  
Roxanne Bainbridge ◽  
Bronwyn Fredericks ◽  
Kathleen Clapham ◽  
Clair Anderson ◽  
Rowena Ball ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Cultural Safety ◽  
Self Determination ◽  
Research Network ◽  
Indigenous Research ◽  
Engaged Scholarship ◽  
Health And Wellbeing ◽  
Community Engaged Scholarship ◽  
Emic Perspective

In this article, we provide an emic perspective of being uniquely positioned as part of Australia’s only multidisciplinary Indigenous research network, the National Indigenous Research and Knowledges Network (NIRAKN). We used collaborative autoethnography and reflection in our practices and experiences. Our purpose was to better understand and improve the functionality of our research network and practice, and to offer some direction for the growth and sustainability of NIRAKN and similar networks. Our narratives strongly demonstrate that mainstream models of support for Indigenous researchers have major limitations for professional development and cultural safety, and do not meet our needs and realities. The significant message is that we need appropriately resourced exclusive spaces and must lead, develop and define the theoretical and cultural specifications and applications of Indigenous researcher support models in higher education institutions. The model should be cross-disciplinary, have national and international reach and be characterised by connectedness, cultural safety and self-determination, and be located in a resource-rich environment.

scholarly journals Conversation with Randy Stoecker, University of Wisconsin-Madison

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Natalia Khanenko-Friesen ◽  
Randy Stoecker
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
Engaged Scholarship ◽  
Service Community ◽  
University Of Wisconsin ◽  
Education Community ◽  
Community Engaged Scholarship

In the Exchanges, we present conversations with scholars and practitioners of community engagement, responses to previously published material, and other reflections on various aspects of community-engaged scholarship meant to provoke further dialogue and discussion. For our inaugural issue, we converse with Dr. Stoecker who offers his critique of the assumed meanings of four concepts of higher education community-engagement learning, service, community and change. He points out that all four are highly problematic and  that their uncritical use often misleads and limits the scope, focus, and direction of community-engaged work. 

scholarly journals Exploring Community-Engaged Scholarship: Insights and Questions for HRD

2020 ◽  
Vol 22 (1) ◽  
pp. 41-56 ◽  
Author(s):  
Emily A. Morrison
Keyword(s):  
Higher Education ◽  
Organizational Culture ◽  
Human Resource Development ◽  
Human Resource ◽  
Colleges And Universities ◽  
Large Field ◽  
Engaged Scholarship ◽  
Call To Action ◽  
Public Scrutiny ◽  
Community Engaged Scholarship

The Problem Higher education, including human resource development (HRD) programs, faces increasing public scrutiny for being out of touch with issues and concerns facing local and global communities by guarding limited conceptualizations of scholarship. In response, colleges and universities are identifying ways to bridge the academy (higher education) with the community-at-large and looking to its faculty to weave community concerns into scholarship through means such as community-engaged scholarship (CES). While the literature on and application of CES is robust in other disciplines, it remains less widely discussed in HRD. The Solution HRD scholar-practitioners have expertise in learning, leadership, organizational culture, and change, which could benefit the larger community, but also faculty and their work. Some HRD scholar-practitioners may already be practicing CES; yet, there is limited understanding of CES within HRD despite shared values and principles, including what may be blocking community-engaged efforts. To jumpstart the discussion, this article provides an overview of CES, identifying questions and issues for HRD scholar-practitioners to consider as part of a call to action to inform and advance the practice of and scholarship on CES. The Stakeholders This article has relevance for all who seek direct and indirect ways to collaborate, integrate knowledge across disciplines and contexts (including the community at large, field of HRD, and academicians), address community concerns, and translate knowledge to serve the broader good.

scholarly journals Understanding the key processes of excellence as a prerequisite to establishing academic centres of excellence in Africa

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Abebaw Fekadu ◽  
Claire Oppenheim ◽  
Tsegahun Manyazewal ◽  
Corey Nislow ◽  
Yimtubezinash Woldeamanuel ◽  
...  
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Economic Transformation ◽  
Academic Excellence ◽  
Engaged Scholarship ◽  
Centers Of Excellence ◽  
Participatory Leadership ◽  
Pubmed Search ◽  
Google Search ◽  
Centres Of Excellence

Abstract Background Africa’s economic transformation relies on a radical transformation of its higher education institutions. The establishment of regional higher education Centres of Excellence (CoE) across Africa through a World Bank support aims to stimulate the needed transformation in education and research. However, excellence is a vague, and often indiscriminately used concept in academic circles. More importantly, the manner in which aspiring institutions can achieve academic excellence is described inadequately. The main objective of this paper is to describe the core processes of excellence as a prerequisite to establishing academic CoE in Africa. Methods The paper relies on our collaborative discussions and real-world insight into the pursuit of academic excellence, a narrative review using Pubmed search for a contextual understanding of CoEs in Africa supplemented by a Google search for definitions of CoEs in academic contexts. Results We identified three key, synergistic processes of excellence central to institutionalizing academic CoEs: participatory leadership, knowledge management, and inter-disciplinary collaboration. (1) Participatory leadership encourages innovations to originate from the different parts of the organization, and facilitates ownership as well as a culture of excellence. (2) Centers of Excellence are future-oriented in that they are constantly seeking to achieve best practices, informed by the most up-to-date and cutting-edge research and information available. As such, the process by which centres facilitate the flow of knowledge within and outside the organization, or knowledge management, is critical to their success. (3) Such centres also rely on expertise from different disciplines and ‘engaged’ scholarship. This multidisciplinarity leads to improved research productivity and enhances the production of problem-solving innovations. Conclusion Participatory leadership, knowledge management, and inter-disciplinary collaborations are prerequisites to establishing academic CoEs in Africa. Future studies need to extend our findings to understand the processes key to productivity, competitiveness, institutionalization, and sustainability of academic CoEs in Africa.

scholarly journals Academic Integrity Education Across the Canadian Higher Education Landscape

2021 ◽  
Author(s):  
Jennifer Miron ◽  
Sarah Elaine Eaton ◽  
Laura McBreairty ◽  
Heba Baig
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Canadian Higher Education

scholarly journals Is the Scholarship of Engagement a Meaningful Approach to Foster Change in Community Development Education? Field Notes from Three Community/University Partnerships

2021 ◽  
Author(s):  
Lorena M. Estrada-Martínez ◽  
Antonio Raciti ◽  
Kenneth M. Reardon ◽  
Angela G. Reyes ◽  
Barbara A. Israel
Keyword(s):  
Well Being ◽  
Engaged Scholarship ◽  
Action Research Project ◽  
Development Education ◽  
University Partnerships ◽  
Scholarship Of Engagement ◽  
Action Project ◽  
Field Notes ◽  
Community Engaged Scholarship ◽  
Epistemological Framework

AbstractPedagogical approaches in community-engaged education have been the object of interest for those aiming at improving community health and well-being and reducing social and economic inequities. Using the epistemological framework provided by the scholarship of engagement, this article examines three nationally recognized and successful examples of community-university partnerships in the fields of community planning and public health: the East St. Louis Action Research Project, the South Memphis Revitalization Action Project, and the Detroit Community-Academic Urban Research Center. We review and compare how these partnerships emerged, developed, and engaged students, community partners, and academic researchers with their local communities in ways that achieved positive social change. We conclude by highlighting common elements across the partnerships that provide valuable insights in promoting more progressive forms of community-engaged scholarship, as well as a list of examples of what radical forms of community-engaged education may look like.

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