scholarly journals Decolonizing Research and Urban Youth Work Through Community-University Partnerships

2018 ◽  
Vol 5 (3) ◽  
pp. 3
Author(s):  
Illana C. Livstrom ◽  
Amy Smith ◽  
Mary Rogers ◽  
Karl Hackansan
Keyword(s):  
Urban Youth ◽  
Academic Research ◽  
Youth Voice ◽  
Community Members ◽  
Community Based ◽  
University Partnerships ◽  
Decolonizing Methodologies ◽  
Ongoing Work ◽  
Cognitive Justice

“Grounding Roots” is a community-based collaborative educational program that aims to build food, environmental, and cognitive justice through sustainable urban agriculture and horticulture via intergenerational communities of practice. Drawing upon Linda Tuhiwai Smith’s framework of decolonizing methodologies, this qualitative case study examined the ways in which a Community-University partnership engaged in decolonizing work through research and practice, as well as the ways in which the partnership served to preserve colonizing practices. Data analyses was guided by deductive coding strategies grounded in theory on decolonizing practices. Identified decolonizing practices included implementing a program of worth to the community and youth; building from community-led agendas; and prioritizing community healing and transformation over academic research agendas. Identified colonizing practices included inequitable power hierarchies in the leadership team and in garden groups, deficit-oriented talk about minoritized youth, and the devalorization of youth voice. Implications from this work call for researchers to do their own research about the white supremacist roots embedded in their practices, and to embrace decolonizing and humanizing practices to guide their work. This ongoing work highlights the need for researchers doing community-based work to engage in community-driven agendas that prioritize processes over products; to facilitate distributed leadership in collaboration with community members; and to produce worthwhile work and products with the community.

Student Technology Projects in a Remote First Nations Village

2007 ◽  
pp. 137-140 ◽  
Author(s):  
Tish Scott
Keyword(s):  
British Columbia ◽  
First Nations ◽  
Qualitative Case Study ◽  
Multimedia Technology ◽  
Community Members ◽  
Community Based ◽  
Children's Education ◽  
Children’S Education

This qualitative case study focuses on community members’ observations and perceptions of student multimedia technology projects produced in a grade 6/7 class, particularly in relation to what they affirm is important for their children’s education. The projects are community-based and rooted in the First Nations culture of a remote village in northern British Columbia (Canada).

scholarly journals What small NGOs can deliver: A case study of a Canadian community-based project making fabric scrub caps for healthcare workers during the COVID-19 pandemic

2020 ◽  
Vol 63 (6) ◽  
pp. 851-856
Author(s):  
Qiuyu Jiang
Keyword(s):  
Resource Allocation ◽  
Healthcare Workers ◽  
Crisis Response ◽  
Small Scale ◽  
Protective Equipment ◽  
Community Members ◽  
Community Based ◽  
Governmental Organization ◽  
Local Healthcare

This essay examines how a small-scale non-governmental organization mobilizes community members in Montreal, Canada, to respond to the city’s shortage of personal protective equipment during COVID-19 by making more than 1600 scrub caps for local healthcare workers. As the CAP-MTL project has progressed, organizers have constantly adjusted how they run the project in order to meet evolving needs through three major phases: (1) centralizing resource allocation, (2) building a self-sufficient production team and (3) pairing volunteers with healthcare workers. This case study highlights how in crisis response projects, organizers must be flexible and adapt to fluid and dynamic situations.

scholarly journals Stakeholders’ perceptions of environmental injustices and of community-based environmental education : a case study of the Stortplaats community in KwaZulu Natal

2021 ◽  
Author(s):  
◽  
Emmanuel Ndlovu
Keyword(s):  
Environmental Education ◽  
Current System ◽  
Human Life ◽  
Case Study Research ◽  
Research Approach ◽  
Community Members ◽  
Community Based ◽  
Oxidation Ponds ◽  
Environmental Burdens

The purpose of this study was to investigate stakeholders’ perceptions of environmental injustices and of community-based environmental education at Stortplaats, in order to address the injustices through community-based environmental education. Environmental injustice is a phenomenon that entails the unfair distribution of environmental burdens, disproportionately exposing human life to environmental hazards. Communities in poor socio-economic circumstances are excessively exposed to negative environmental burdens such as sewage oxidation ponds, pollution, unprecedented land degradation due to sand poaching and inadequate infrastructure. Stortplaats faces such an oppressive environment. It was historically created by apartheid, but the current system seems to be paying minimum attention to corrective services. The stakeholder theory, environmental perception framework, place attachment theory and community-based environmental education model were used as frames of reference for this study. This study was informed by the interpretivist paradigm and the case study research design was adopted. A qualitative research approach was used. Convenience and purposive sampling were used to sample 25 participants who included five learners above 18 years, five educators, 10 community members, the chief, the community head, the councillor, a business person and the environmental health officer. Semi-structured individual interview schedules were utilised to gather data. These were complemented by photovoice narrations and indirect observation. A thematic data-analysis approach was used to analyse generated data. The key findings of the study indicate that apartheid contours are still visible at Stortplaats and postapartheid promises have not been kept. The findings also show that some community members lack knowledge about environmental policies and this results in irresponsible environmental behaviour. There is also lack of effective communication between leaders and community members, leading to struggles for power and recognition and causing poor service delivery. Finally, the findings show a need for community-based environmental education to address environmental injustices in Stortplaats.

scholarly journals Wâhkôhtowin: The Governance of Good Community–Academic Research Relationships to Improve the Health and Well-Being of Children in Alexander First Nation

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Rebecca J Gokiert ◽  
Noreen D Willows ◽  
Rebecca Georgis ◽  
Heather Stringer ◽  
* Alexander Research Committee
Keyword(s):  
Academic Research ◽  
Community Based Participatory Research ◽  
Well Being ◽  
First Nation ◽  
Working Relationships ◽  
Research Committee ◽  
Community Based ◽  
High Level ◽  
Research And Policy

Community-based participatory research (CBPR) is a promising decolonizing approach to health and social sciences research with First Nation Peoples. In CBPR, the use of a community advisory committee can act as an anchoring site for trusting reciprocal relationships, collaborative decision-making, and co-learning and co-creation. Through a qualitative case study, this article illustrates the collective experiences of a well-established, multidisciplinary, and intersectoral committee that reviews, monitors, and guides multiple research projects in a First Nation community in Canada. Participants of the Alexander Research Committee (ARC) share examples of the value of fostering a high level of commitment to building both positive working relationships and learning spaces that ultimately result in research and policy impacts for their community.

(In)visibilizing Vulnerable Community Members: Processes of Urban Inclusion and Exclusion in Parkdale, Toronto

2020 ◽  
pp. 120633122094410
Author(s):  
Elena Ostanel
Keyword(s):  
Public Space ◽  
Community Members ◽  
Community Based ◽  
Conceptual Tool ◽  
The Public ◽  
Or Groups ◽  
Public Character ◽  
Path Dependent ◽  
Neighborhood Level

The visibility and invisibility of vulnerable individuals or groups in public space have been extensively used as a conceptual tool to assess the “public” character of space. This article analyses the case study of the Parkdale neighborhood in Toronto demonstrating how public space is constructed in a path-dependent territorial process where different layers play a dynamic constitutive role: a material, a discursive, and a policy dimension. It argues that urban visibilization and invisibilization in public spaces extensively affect the dynamics of urban inclusion and exclusion, particularly when they are used in specific territorial stigmatization and destigmatization processes. The investigation enables to better understand the socio-spatial conditions comprising the “denial” and “recognition” of certain groups and individuals at the neighborhood level by understanding how local policies and community-based practices influence the complex dynamic of “seeing and being seen” in an urban environment.

scholarly journals Needs and readiness assessments: Tools for promoting community-university engagement with Aboriginal communities

2013 ◽  
Vol 6 ◽  
Author(s):  
Fay Fletcher ◽  
Alicia Hibbert ◽  
Fiona Robertson ◽  
Jodie Asselin
Keyword(s):  
Participatory Research ◽  
Social Issues ◽  
Community Based Participatory Research ◽  
Community Members ◽  
Community Based ◽  
Readiness Assessment ◽  
University Partnerships ◽  
Program Content ◽  
Important Means ◽  
University Engagement

Community-based participatory research (CBPR) is an important means of connecting the perspectives of community members with critical social issues, such as health and wellness. As beneficial as CBPR can be, effective engagement with community members remains a difficult goal to achieve. In this article, we draw on the international literature around needs and readiness assessments to explore their potential for establishing solid foundations for engaged research. We examine the stages and dimensions identified in the literature, and use these as a framework for a needs and readiness assessment project undertaken with a Métis Settlement community in Alberta, Canada. We share how the needs and readiness assessments helped to foster the emergence of community priorities, informing the next steps in research design, program content and evaluation methods, and heightening community-university engagement. It is our hope that our example of engagement, which focuses on the role of needs and readiness assessments in strengthening community-university partnerships, will better inform engagement approaches so that they become relevant, culturally appropriate and community specific. Keywords: Métis, Aboriginal, community-based participatory research, needs assessment, readiness assessment, community-university partnership

scholarly journals Community-Based Ecotourism Management: The Case of a Cooperative in Mazatlán, Sinaloa, Mexico

2017 ◽  
Vol 6 (2) ◽  
pp. 155-170
Author(s):  
Jorge Ramos-García ◽  
Juan Pedro Ibarra-Michel ◽  
Mónica Velarde-Valdez
Keyword(s):  
Rural Areas ◽  
Collaborative Work ◽  
National Commission ◽  
Structured Interviews ◽  
Community Members ◽  
Community Based ◽  
Natural Protected Areas ◽  
Community Residents ◽  
The Government

Abstract Nature-based ecotourism has been a growing trend, especially in rural areas where balance with the environment is desirable and it turns into a driver for economic and social development. An ecotourism cooperative operating in the “El Verde Camacho” Sanctuary, is an example of collaborative work between the government experts and the community. The cooperative was created with the support of the National Commission of Natural Protected Areas (CONANP, in Spanish Comisión Nacional de Áreas Naturales Protegidas), developed and funded by this government office, it involved the advice of experts in ecology as well as cooperative’s management and residents of “El Recreo” community. This study aims to describe the involvement process and community management as well as the benefits derived from ecotourism according to the reviewed literature; a case study with a qualitative approach was defined in the Sanctuary in this regard. Semi-structured interviews were used to discover community members’ perception of management involvement and benefits of ecotourism. The findings show positive opinions of community residents.

Re-imagining contested communities: implications for policy research

2018 ◽  
Author(s):  
Robert Rutherfoord ◽  
Maria O’Beirne
Keyword(s):  
Policy Making ◽  
Academic Research ◽  
Policy Research ◽  
Local Policy ◽  
Community Based ◽  
Policy Makers ◽  
Collaborative Community ◽  
Future Policy ◽  
Collaborative Ethnography

This chapter suggests that this volume's insights on collaborative ethnography could have even more impact if it were generated in collaboration with policy contributors, and it is notable that the local authority has worked in partnership with the ‘Imagine’ project in Rotherham. This points to other opportunities to bring together communities, local policy makers, and academics in generating knowledge for future policy making. If community-based collaborative research is to make its full impact, then it would need to develop beyond a small number of case study areas and be strategically planned, resourced, and structured. The chapter also considers how — and what type of — academic research is prioritised, and how research careers are incentivised to include more collaborative, community-based knowledge production.

Empowering Undergraduate Students Through Community-Based Research

2018 ◽  
pp. 288-307
Author(s):  
Gemma Punti ◽  
Nitya V. Chandiramani ◽  
Chelsea Maria Steffens
Keyword(s):  
Transformative Learning ◽  
Undergraduate Students ◽  
Real Life ◽  
Community Members ◽  
Community Based ◽  
Community Based Research ◽  
Civic Learning ◽  
Civic Skills ◽  
Group Interviews

Community-based research (CBR) is a powerful pedagogical tool for actively engaging and empowering undergraduate students in their research endeavors. This chapter explores how CBR facilitated undergraduate researchers' transformative learning and the development of their civic skills when collaborating with alternative schools. Using the undergraduate researchers' reflections, focus group interviews, and a survey, this case study reveals how developing relationships with young, underserved community members was essential in changing their perspectives regarding the educational system and themselves. Furthermore, the undergraduate researchers' obstacles in collaborating with the community and within their team cohorts became critical sources of civic learning. The challenges of working with various partners fostered their capacity to navigate ambiguity, develop flexibility, and determine which experiences to communicate to community partners. CBR compelled the undergraduate researchers to maneuver through the unforeseen challenges of real life collaborations.

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