The historically-shaped violence embedded in ongoing relations of colonization and imperialism for both refugee and Indigenous women across the globe are stories mostly told in reports and statistics. The performance-based art forms of theatre and dance can enhance knowledge sharing, build relationships and assist women in a deeper understanding of their realities. In pursuit of an effective use of these art forms; however, scripted stories need to ensure that women who experience oppression, formulate the storytelling. In addition, the enactment and representation should share women’s material histories in order to contextualize experiences in terms of specific relations to land, war, violence, displacement and dispossession. Using the two case studies of Doris Rajan’s play, A Tender Path and Roshanak Jaberi’s multidisciplinary dance project, No Woman’s Land, this article examines how community-engaged research and performance arts-based approaches can be used to challenge and provoke our ways of understanding and thinking about how to disrupt and alter oppressive relations.
{"title":"Confronting Sexual Violence Through Dance and Theatre Pedagogy","authors":"D. Rajan, Roshanak Jaberi, Shahrzad Mojab","doi":"10.15402/ESJ.V5I2.68349","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68349","url":null,"abstract":"The historically-shaped violence embedded in ongoing relations of colonization and imperialism for both refugee and Indigenous women across the globe are stories mostly told in reports and statistics. The performance-based art forms of theatre and dance can enhance knowledge sharing, build relationships and assist women in a deeper understanding of their realities. In pursuit of an effective use of these art forms; however, scripted stories need to ensure that women who experience oppression, formulate the storytelling. In addition, the enactment and representation should share women’s material histories in order to contextualize experiences in terms of specific relations to land, war, violence, displacement and dispossession. Using the two case studies of Doris Rajan’s play, A Tender Path and Roshanak Jaberi’s multidisciplinary dance project, No Woman’s Land, this article examines how community-engaged research and performance arts-based approaches can be used to challenge and provoke our ways of understanding and thinking about how to disrupt and alter oppressive relations.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121699616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gentrification is changing the landscape of many American cities. As land values rise, people may lose their homes, neighbors, and sites of significance, along with their sense of place, community, and history. There is a critical need to build and preserve affordable housing, yet housing alone will not address the more than material losses. What role can the arts play in sustaining place attachments, restoring relationships, and building place knowledge in gentrifying neighborhoods? This paper explores this question through a systematic review of current research. We identify four prominent alternative interventions in gentrifying neighborhoods—creative placemaking, public pedagogy, community organizing, and public science—and explicate strengths and limitations of each approach. We find the strongest interventions bridge approaches—engaging artists as/and researchers, educators, and community leaders—and mobilize residents as participants in knowledge/cultural production. We note that initiatives that provide short-term benefit may simultaneously make the neighborhood more desirable—and thus more vulnerable to gentrification—in the longer-term. Finally, given the dearth of research in this area, we conclude with recommendations for future research that attends to issues of equity, process as well as outcome, and longitudinal effects of more than material interventions in gentrifying neighborhoods.
{"title":"Confronting Gentrification: Can Creative Interventions Help People Keep More than Just Their Homes?","authors":"Amie Thurber, Janine Christiano","doi":"10.15402/ESJ.V5I2.68338","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68338","url":null,"abstract":"Gentrification is changing the landscape of many American cities. As land values rise, people may lose their homes, neighbors, and sites of significance, along with their sense of place, community, and history. There is a critical need to build and preserve affordable housing, yet housing alone will not address the more than material losses. What role can the arts play in sustaining place attachments, restoring relationships, and building place knowledge in gentrifying neighborhoods? This paper explores this question through a systematic review of current research. We identify four prominent alternative interventions in gentrifying neighborhoods—creative placemaking, public pedagogy, community organizing, and public science—and explicate strengths and limitations of each approach. We find the strongest interventions bridge approaches—engaging artists as/and researchers, educators, and community leaders—and mobilize residents as participants in knowledge/cultural production. We note that initiatives that provide short-term benefit may simultaneously make the neighborhood more desirable—and thus more vulnerable to gentrification—in the longer-term. Finally, given the dearth of research in this area, we conclude with recommendations for future research that attends to issues of equity, process as well as outcome, and longitudinal effects of more than material interventions in gentrifying neighborhoods.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134121817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tara Atluri’s book, Uncommitted Crimes: The Defiance of the Artistic Imagi/nation, is a celebration of those who are reimagining Canadian narratives of multiculturalism, diversity, and equity. Colonial, cisgendered, heteronormative, and racist narratives that may yet be invisible to the inhabitants of Turtle Island are revealed through Atluri’s depiction of a diverse selection of artists and art.
{"title":"Uncommitted Crimes: The Defiance of the Artistic Imagi/nation by Tara Atluri.","authors":"Nikki Bade","doi":"10.15402/ESJ.V5I2.68352","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68352","url":null,"abstract":"Tara Atluri’s book, Uncommitted Crimes: The Defiance of the Artistic Imagi/nation, is a celebration of those who are reimagining Canadian narratives of multiculturalism, diversity, and equity. Colonial, cisgendered, heteronormative, and racist narratives that may yet be invisible to the inhabitants of Turtle Island are revealed through Atluri’s depiction of a diverse selection of artists and art.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127856465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Our paper analyzes a community service-learning class on Indigenous literatures from the perspectives of graduate student and instructor. Enacting Jace Weaver’s theory of communitism (a portmanteau of “community” and “activism”), the class asks students to read Indigenous texts through the lens of their experiences at communitybased organizations in Saskatoon, Saskatchewan, and to consider how these readings shape their interactions with and responsibilities to Indigenous communities. First, the instructor discusses the complexities of community service-learning as an engaged approach to literary study in a settler colonial context. Informed by Tomson Highway’s novel Kiss of the Fur Queen, the second author then analyzes their1 contributions to the social justice club at Oskāyak High School, highlighting Oskāyak’s unique academic culture, where music and Indigenous language learning are incorporated into the fabric of everyday life. Ultimately, we argue that a communitist approach to Indigenous literary scholarship creates or furthers relationships with/in and responsibility to Indigenous communities, while encouraging an integrative approach to literary study through critical embodiment.
{"title":"Reading Experience as Communitist Practice: Indigenous Literatures and Community Service-Learning","authors":"J. McDougall, Nancy Van Styvendale","doi":"10.15402/ESJ.V5I2.68346","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68346","url":null,"abstract":"Our paper analyzes a community service-learning class on Indigenous literatures from the perspectives of graduate student and instructor. Enacting Jace Weaver’s theory of communitism (a portmanteau of “community” and “activism”), the class asks students to read Indigenous texts through the lens of their experiences at communitybased organizations in Saskatoon, Saskatchewan, and to consider how these readings shape their interactions with and responsibilities to Indigenous communities. First, the instructor discusses the complexities of community service-learning as an engaged approach to literary study in a settler colonial context. Informed by Tomson Highway’s novel Kiss of the Fur Queen, the second author then analyzes their1 contributions to the social justice club at Oskāyak High School, highlighting Oskāyak’s unique academic culture, where music and Indigenous language learning are incorporated into the fabric of everyday life. Ultimately, we argue that a communitist approach to Indigenous literary scholarship creates or furthers relationships with/in and responsibility to Indigenous communities, while encouraging an integrative approach to literary study through critical embodiment.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121284552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports upon an arts-based participatory action research project conducted with a cohort of 30 teachers in rural Northwest Uganda during a one-week professional development course. Multimodality (Kress & Jewitt, 2003; Kress & van Leeuwen, 2001) was employed as a “domain of inquiry” (Kress, 2011) for social semiotics (meaning-making within a social context) within which the participants both represented gender inequality as well as imagined gender equality. Multimodality recognizes the vast communicative potential of the human body and values multiple materials resources (such as images, sounds, and gestures) as “organized sets of semiotic resources for meaningmaking” (Jewitt, 2008, p. 246). Providing individuals with communicative modes other than just spoken and written language offers opportunities to include voices that are often not heard in formal contexts dominated by particular kinds of language, as well as opportunities to consider topics of inquiry from different perspectives and imagine alternative futures (Kendrick & Jones, 2008). Findings from this study show how a multimodal approach to communication, using drawing in addition to spoken and written language, established a democratic space of communication. The sharing and building of knowledge between the participants (educators in local contexts) and facilitator (university instructor/researcher) reflected a foundational tenet of engaged scholarship which requires “…not only communication to public audiences, but also collaboration with communities in the production of knowledge” (Barker, 2004, p. 126).
本文报告了在为期一周的专业发展课程中，在乌干达西北部农村与30名教师进行的基于艺术的参与式行动研究项目。多重模式(Kress & Jewitt, 2003;Kress & van Leeuwen, 2001)被用作社会符号学(在社会背景下的意义制造)的“探究领域”(Kress, 2011)，其中参与者既代表性别不平等，也代表想象中的性别平等。多模态认识到人体的巨大沟通潜力，并将多种材料资源(如图像、声音和手势)视为“有组织的意义创造的符号资源”(Jewitt, 2008, p. 246)。为个人提供除了口头和书面语言之外的交流模式，提供了在特定语言主导的正式语境中通常听不到的声音的机会，以及从不同角度考虑调查主题和想象替代未来的机会(Kendrick & Jones, 2008)。这项研究的结果表明，在口头和书面语言之外，使用绘画的多模式交流方法如何建立一个民主的交流空间。参与者(当地的教育者)和促进者(大学讲师/研究员)之间的知识共享和构建反映了参与式学术的基本原则，即“……不仅需要与公众受众沟通，还需要在知识生产中与社区合作”(Barker, 2004，第126页)。
{"title":"Drawing Gender Equality: A Participatory Action Research Project with Educators in Northern Uganda","authors":"Shelley Jones","doi":"10.15402/ESJ.V5I2.68340","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68340","url":null,"abstract":"This paper reports upon an arts-based participatory action research project conducted with a cohort of 30 teachers in rural Northwest Uganda during a one-week professional development course. Multimodality (Kress & Jewitt, 2003; Kress & van Leeuwen, 2001) was employed as a “domain of inquiry” (Kress, 2011) for social semiotics (meaning-making within a social context) within which the participants both represented gender inequality as well as imagined gender equality. Multimodality recognizes the vast communicative potential of the human body and values multiple materials resources (such as images, sounds, and gestures) as “organized sets of semiotic resources for meaningmaking” (Jewitt, 2008, p. 246). Providing individuals with communicative modes other than just spoken and written language offers opportunities to include voices that are often not heard in formal contexts dominated by particular kinds of language, as well as opportunities to consider topics of inquiry from different perspectives and imagine alternative futures (Kendrick & Jones, 2008). Findings from this study show how a multimodal approach to communication, using drawing in addition to spoken and written language, established a democratic space of communication. The sharing and building of knowledge between the participants (educators in local contexts) and facilitator (university instructor/researcher) reflected a foundational tenet of engaged scholarship which requires “…not only communication to public audiences, but also collaboration with communities in the production of knowledge” (Barker, 2004, p. 126).","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131926056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Working the Margins of Community-Based Adult Learning is a well-rounded example of how art and creative forms of expression can influence, aid, and elevate transformative learning in community-based adult education. Specifically, the authors Shauna Butterwick and Carole Roy use an edited book format in a cohesive way to “gather stories from the margins and explore how various art and creative forms of expression can enable the voices of underrepresented individuals and communities to take shape and form” (p. ix).
{"title":"Working the Margins of Community-Based Adult Learning: The Power of Arts-Making in Finding Voice and Creating Conditions for Seeing/Listening by S. Butterwick and C. Roy","authors":"Cortney Baldwin","doi":"10.15402/ESJ.V5I2.68354","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68354","url":null,"abstract":"Working the Margins of Community-Based Adult Learning is a well-rounded example of how art and creative forms of expression can influence, aid, and elevate transformative learning in community-based adult education. Specifically, the authors Shauna Butterwick and Carole Roy use an edited book format in a cohesive way to “gather stories from the margins and explore how various art and creative forms of expression can enable the voices of underrepresented individuals and communities to take shape and form” (p. ix).","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130942665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Erenrich and Wergin’s edited book, Grassroots Leadership and the Arts for Social Change, explores the tandem roles of the arts in facilitating grassroots movements and the leaders who have inspired them. Founded in Erenrich’s expertise as a scholar and practitioner of leadership, social change, and the arts, and in Wergin’s distinguished academic background as a professor and author in the fields of higher education and leadership, this book presents sixteen unique narratives clearly articulating the importance of the arts as a vehicle for creating change from the ground-up.
{"title":"Grassroots Leadership and the Arts for Social Change by S.J. Erenrich and J.F. Wergin (Eds.).","authors":"Vanessa Daether","doi":"10.15402/ESJ.V5I2.68355","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68355","url":null,"abstract":"Erenrich and Wergin’s edited book, Grassroots Leadership and the Arts for Social Change, explores the tandem roles of the arts in facilitating grassroots movements and the leaders who have inspired them. Founded in Erenrich’s expertise as a scholar and practitioner of leadership, social change, and the arts, and in Wergin’s distinguished academic background as a professor and author in the fields of higher education and leadership, this book presents sixteen unique narratives clearly articulating the importance of the arts as a vehicle for creating change from the ground-up.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128093797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This report from the field describes some of the author’s methods of audience engagement as a means of social engagement, discussing the implications for practice. The report invites dialogue with the reader about the usefulness of audience engagement and ways it can be manifested before, during and after performance. Theatre is a vibrant and valuable tool for sparking dialogue and inspiring action around challenging social topics. Audiences who are engaged in the process of the performance beyond the standard role of passive spectator are more likely to be motivated to deliverable endeavors post performance. This report from the field offers four brief case studies as examples of audience engagement and includes pragmatic techniques for using theatre as a vehicle for personal and social change through audience engagement. It explores how artists can galvanize and empower audiences by creating experiential communities pre, during, and post-show. Drawing upon examples from high-quality international theatre projects written and directed by the author, the essay investigates and describes the work of The H.E.A.T. Collective including My Heart is in the East (U.S., U.K. and Europe), The FEAR Project (produced in the US, India and Czech Republic), Emma Goldman Day (U.S.).
{"title":"Audience Engagement in Theatre for Social Change","authors":"Jessica Litwak","doi":"10.15402/ESJ.V5I2.68351","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68351","url":null,"abstract":"This report from the field describes some of the author’s methods of audience engagement as a means of social engagement, discussing the implications for practice. The report invites dialogue with the reader about the usefulness of audience engagement and ways it can be manifested before, during and after performance. Theatre is a vibrant and valuable tool for sparking dialogue and inspiring action around challenging social topics. Audiences who are engaged in the process of the performance beyond the standard role of passive spectator are more likely to be motivated to deliverable endeavors post performance. This report from the field offers four brief case studies as examples of audience engagement and includes pragmatic techniques for using theatre as a vehicle for personal and social change through audience engagement. It explores how artists can galvanize and empower audiences by creating experiential communities pre, during, and post-show. Drawing upon examples from high-quality international theatre projects written and directed by the author, the essay investigates and describes the work of The H.E.A.T. Collective including My Heart is in the East (U.S., U.K. and Europe), The FEAR Project (produced in the US, India and Czech Republic), Emma Goldman Day (U.S.).","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132561559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Suto, Sara Lapsley, A. Balram, S. Barnes, Sharon H. J. Hou, Dragos C. Ragazan, J. Austin, Mike W Scott, L. Berk, E. Michalak
Delphi consensus consultation methods and community-based participatory research (CBPR) are distinct approaches that have traditionally been employed separately. This paper explores the integration of Delphi methods with CBPR in a research project that sought to identify effective self-management strategies for bipolar disorder (BD). We introduce our Canadian-based network which specializes in CBPR in BD, and outline the key principles of CBPR approaches. Delphi consensus consultation methods are described and we present the five phases of our Delphi consensus consultation project, conducted within a CBPR framework. Examples of how each project phase incorporated the principles of CBPR are provided, as are personal reflections of community members involved in the project, and broader reflections on challenges commonly encountered in CBPR projects.
{"title":"Integrating Delphi Consensus Consultation and Community- Based Participatory Research","authors":"M. Suto, Sara Lapsley, A. Balram, S. Barnes, Sharon H. J. Hou, Dragos C. Ragazan, J. Austin, Mike W Scott, L. Berk, E. Michalak","doi":"10.15402/esj.v5i1.67847","DOIUrl":"https://doi.org/10.15402/esj.v5i1.67847","url":null,"abstract":"Delphi consensus consultation methods and community-based participatory research (CBPR) are distinct approaches that have traditionally been employed separately. This paper explores the integration of Delphi methods with CBPR in a research project that sought to identify effective self-management strategies for bipolar disorder (BD). We introduce our Canadian-based network which specializes in CBPR in BD, and outline the key principles of CBPR approaches. Delphi consensus consultation methods are described and we present the five phases of our Delphi consensus consultation project, conducted within a CBPR framework. Examples of how each project phase incorporated the principles of CBPR are provided, as are personal reflections of community members involved in the project, and broader reflections on challenges commonly encountered in CBPR projects. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"212 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122648109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Social Work Artfully: Beyond Borders and Boundaries emerged from a meeting between Dr. Hazel Barnes (from Johannesburg) and Christine Sinding (from Ontario), while at the 2010 African Research Conference. This fruitful initial encounter, along with subsequent conversations, set the stage for the creation of both a series of international workshops and what would become Social Work Artfully.
{"title":"Social Work Artfully: Beyond Borders and Boundaries by Christina Sinding and Hazel Barnes (Eds.).","authors":"H. Toll","doi":"10.15402/ESJ.V5I1.67850","DOIUrl":"https://doi.org/10.15402/ESJ.V5I1.67850","url":null,"abstract":"Social Work Artfully: Beyond Borders and Boundaries emerged from a meeting between Dr. Hazel Barnes (from Johannesburg) and Christine Sinding (from Ontario), while at the 2010 African Research Conference. This fruitful initial encounter, along with subsequent conversations, set the stage for the creation of both a series of international workshops and what would become Social Work Artfully. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"380 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124493910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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