scholarly journals The Think&EatGreen@School Small Grants Initiative: How the Distribution of Resources Supported the Project’s Community of Learners and Contributed to Community Engaged Scholarship

2018 ◽  
Vol 3 (2) ◽  
pp. 23-37
Author(s):  
Elena Orrego ◽  
Matthew Kemshaw ◽  
Nicole Read ◽  
Alejandro Rojas
Keyword(s):  
Resource Sharing ◽  
University Research ◽  
Engaged Scholarship ◽  
Distribution Of Resources ◽  
Rich Information ◽  
Community Engaged Scholarship ◽  
Research Alliance ◽  
Networks Of Support

This paper describes how a Small Grants initiative evolved to support the aims of a large, multi-sector community-university research project. It explores how the giving of small amounts of project funding to community groups enabled a deepening of community engaged scholarship across a large community-university research alliance. We present the Think&EatGreen@School Small Grants initiative as a case study on how the distribution of small amounts of funding can encourage the role of community voices in research, create opportunities for resource and knowledge sharing, generate rich information and valuable data, support and contribute to networks of support and resource sharing, and articulate the interests of a broad diversity of stakeholders.

scholarly journals Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School

2018 ◽  
Vol 8 (3) ◽  
pp. 148 ◽  
Author(s):  
P. Andrews ◽  
Susan Leonard
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Critical Consciousness ◽  
Professional Development School ◽  
Engaged Scholarship ◽  
Traditional Service ◽  
Community Engaged Scholarship ◽  
Service Learning Projects ◽  
Learning Projects

Universities engage students in traditional service-learning projects that often yield “good feelings”, even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars’ work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators—rather than for them—supported participants’ critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators’ research interests, work, and future directions.

scholarly journals Working together: A methodological case study of 'engaged scholarship'

2010 ◽  
Vol 3 ◽  
pp. 20-37 ◽  
Author(s):  
Michael Cuthill
Keyword(s):  
Participatory Action Research ◽  
Knowledge Production ◽  
Participatory Approach ◽  
Engaged Scholarship ◽  
Participatory Action ◽  
The Past ◽  
Working Together ◽  
Introductory Discussion

The concept of engaged scholarship, as a 'new' and participatory approach to knowledge production, has received much attention over the past decade. However, the term is clouded in ambiguity. This paper presents some introductory discussion around concepts of engaged scholarship, and then focuses in detail on a methodological case study of participatory action research as an example of engaged scholarship in practice. Discussion revolves around reflections on practice, drawing largely from recent reports on participatory democracy and the role of unversities in society.

scholarly journals Emerging spheres of engagement: the role of trust and care in community–university research

2020 ◽  
Vol 20 (6) ◽  
pp. 749-766 ◽  
Author(s):  
Jane Palmer ◽  
Lorelle J Burton ◽  
Angelia Walsh
Keyword(s):  
University Research ◽  
Community Members ◽  
Related Concept ◽  
Research Project ◽  
Community Engaged Research ◽  
Trust Relationships ◽  
Research Contract ◽  
Relationship Of

Community-engaged research takes place at a complex social site that has both a history and a future as well as encompassing the project activities of the researchers and community members. We argue that a crucial methodological aspect of undertaking such research is the development of trust relationships between researchers and community. We propose that for each research project, this relationship can best be understood as a ‘sphere of engagement’, after Ingold’s ‘sphere of nurture’, and that trust and care are emergent and binding qualities of this sphere. Tracing the development of trust relationships in a case study, using the idea of security-based trust and harmony-based trust, we conclude that trust, and the related concept of care, bind together people, events, histories and futures beyond the dichotomous and time-delimited relationship of a research contract, and carry the sphere of engagement of researchers and community beyond the life of any one project.

scholarly journals Can University/Community Collaboration Create Spaces for Aboriginal Reconciliation?

2020 ◽  
Vol 2 (1) ◽  
pp. 53-66
Author(s):  
Ginette Lafrenière ◽  
Papa Lamine Diallo ◽  
Donna Dubie ◽  
Lou Henry
Keyword(s):  
Aboriginal People ◽  
Small Body ◽  
Community Collaboration ◽  
Engaged Scholarship ◽  
Aboriginal Community ◽  
Community Engaged Scholarship ◽  
Seven Generations ◽  
Collaborative Efforts ◽  
University Community

In this article, the authors attempt to illustrate how two Aboriginal community-based projects were conceptualized and developed through the collaborative efforts of four individuals who believed in the merits of a project aimed at survivors and intergenerational survivors of the residential school system as well as Aboriginal people in trouble with the law. Drawing upon a small body of literature on university/community collaboration, the authors illustrate the importance of meaningful collaboration between universities and communities in order to enhance a mutually beneficial relationship conducive to community-engaged scholarship. Through an examination of the case study of the Healing of The Seven Generations Project and the Four Directions Aboriginal Restorative Justice Project, the authors hope to illustrate to fellow Aboriginal colleagues in Canada the merits, strengths and challenges of university/ community collaboration. Ultimately, what the authors hope to share through this article is an example of how university/community collaboration can create spaces whereby Aboriginal people have become agents of their own healing.

scholarly journals Community Engagement in the Humanities, Arts, and Social Sciences: Academic Dispositions, Institutional Dilemmas

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Sara Dorow ◽  
Nicole Smith-Acu
Keyword(s):  
Social Sciences ◽  
Community Engagement ◽  
Knowledge Production ◽  
Research University ◽  
Qualitative Case Study ◽  
Engaged Scholarship ◽  
Important Pathway ◽  
Canadian Research

Engaged scholarship is increasingly concerned with how community engagement might be institutionalized in the contemporary university. At the same time, it must be attentive to diverse academic approaches to knowledge and to the forms of engagement associated with them. Attention to this plurality is especially important in the humanities, arts, and social sciences (HASS). Based on a multi-method study conducted in the Faculty of Arts at a large western Canadian research university, this paper maps the demographic positions (gender, rank, and discipline) and scholarly dispositions (stances adopted toward the production of knowledge and the role of the academic) of HASS faculty and contract instructors onto the range of ways they perceive and practice engagement. Against this backdrop, we present a qualitative case study of two pairs of faculty that fleshes out the complexities and possibilities of divergent dispositions and the forms and experiences of engagement with which they are associated. We assert that understanding differentiated starting points to knowledge production among HASS academics is an important pathway to the fuller recognition and flexible institutionalization of engagement in research universities.  

Principles in Practice

2020 ◽  
pp. 322-346
Author(s):  
Mavis Morton ◽  
Jeji Varghese ◽  
Elizabeth Jackson ◽  
Leah Levac
Keyword(s):  
Best Practices ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Engaged Scholarship ◽  
Engaged Learning ◽  
Design Features ◽  
Community Engaged Scholarship ◽  
Institutional Challenges ◽  
Development Of Students

This chapter offers faculty and institutional leaders a set of principles and practical approaches for designing and supporting courses that develop and mentor emerging community engaged scholars at the undergraduate and graduate levels. The learning outcomes and design features of these courses provide students with opportunities to develop knowledge, skills, and values that are required for undertaking ethical sustainable critical community engaged scholarship (CCES). The chapter begins with an overview of the CCES framework that guides the authors' specific courses and thier commitments to supporting the development of community-engaged scholars more broadly. The chapter describes several courses that share the CCES framework but vary by size, disciplinary foundation, and engaged-learning approach. These courses are used to consider the development of students' capacities and values, the interplay between CCES and pedagogical best practices, and the role of institutional supports in enabling CCES and navigating institutional challenges to community-engaged teaching and learning.

scholarly journals Engaged Scholarship in Action: The Journey of the School Board – University Research Exchange (SURE) Network

2018 ◽  
Vol 3 (2) ◽  
pp. 39-58
Author(s):  
Dragana Martinovic ◽  
Snežana Ratkovi? ◽  
Terry Spencer ◽  
Arlene Grierson ◽  
Maria Cantalini-Williams ◽  
...  
Keyword(s):  
Educational Research ◽  
School Board ◽  
University Research ◽  
Research Practice ◽  
Engaged Scholarship ◽  
The Creation ◽  
Narrative Format

In this paper we use a chronological case-study narrative format to detail the creation and progression of a School Board-University Research Exchange (SURE) network in Ontario, Canada. This network is led by a group of university- and school board-based professionals, who are committed to deepening connections between educational research, practice, and policy. Our narrative presents the SURE network’s evolution using the metaphors of being “in the woods,” looking for “our compass,” and finding “new pathways” of engaged scholarship. We present the challenges and successes we experienced while crossing the borders of our individual and institutional cultural settings, emphasising the importance of continuing discussions and collaborations within and amongst our communities.

scholarly journals On the Limits of Digital Storytelling as a Participatory Community-Engaged Methodology

2018 ◽  
Vol 3 (2) ◽  
pp. 64-78
Author(s):  
Linnea Kristina Beckett
Keyword(s):  
Social Science ◽  
Digital Storytelling ◽  
Community Change ◽  
Engaged Scholarship ◽  
Ethnographic Case Study ◽  
Ethical Considerations ◽  
School And Community ◽  
Digital Stories ◽  
Community Engaged Scholarship

Digital storytelling has been heralded as a powerful and transformative participatory tool for practitioners of community-engaged scholarship. This article draws from an ethnographic case study of Adelante, a university-community collaborative that used digital stories as part of their efforts to enact school and community change. The article explores Adelante’s utilization of digital storytelling and explores important ethical considerations related to the dissemination of the stories. The discussion focuses on broader implications for social science researchers interested in digital storytelling and participatory community-engaged methods.

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