This Exchanges article profiles the perspectives of Abigail Zita Seshie (Ph.D.) a current postdoctoral fellow in the Department of Community Health & Epidemiology at the University of Saskatchewan (USask), and Reggie Nyamekye, a graduate student in Women’s and Gender Studies at USask on culture, African women, representations, African feminisms, resisting exceptionalisms, with a focus on Ghanaian and Canadian contexts.
{"title":"Through the Lenses of Culture: A diasporic sisters dialogue on power struggles informing African women’s representations in Ghanaian and Canadian contexts.","authors":"Reggie Nyamekye, A. Seshie","doi":"10.15402/esj.v8i2.70798","DOIUrl":"https://doi.org/10.15402/esj.v8i2.70798","url":null,"abstract":"This Exchanges article profiles the perspectives of Abigail Zita Seshie (Ph.D.) a current postdoctoral fellow in the Department of Community Health & Epidemiology at the University of Saskatchewan (USask), and Reggie Nyamekye, a graduate student in Women’s and Gender Studies at USask on culture, African women, representations, African feminisms, resisting exceptionalisms, with a focus on Ghanaian and Canadian contexts.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122030340","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}
By exposing exceptionalisms, we become exceptional; that is, as Lovrod and Mason suggest, the very same researchers, writers, documentarists, activists, and others who expose inequities and fight to change them face incessant erasure.
{"title":"Reflection on the Spring 2023 Special Issue on Engaging Feminisms: Challenging Exceptionalist Imaginaries","authors":"L. Bradford","doi":"10.15402/esj.v8i2.70818","DOIUrl":"https://doi.org/10.15402/esj.v8i2.70818","url":null,"abstract":"By exposing exceptionalisms, we become exceptional; that is, as Lovrod and Mason suggest, the very same researchers, writers, documentarists, activists, and others who expose inequities and fight to change them face incessant erasure. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115845868","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}
Lorgia García-Peña puts into one text the many conversations had by women of color, including me, in hushed voices in the hallways or offices of our institutions, with knowing, loving, and affirmative glances shared at meetings, and by way of informal mutual aid groups, coming together at kitchen tables. These are conversations that have helped faculty and students of color survive and thrive in spaces not built or imagined for us. García-Peña begins her book by naming this long history: “My writing comes from a place of deep gratitude and humility as I recognize all that I am as the result of a collective process of becoming that is informed by communal knowledge and shared imaginings” (p. 13).
{"title":"Community as Rebellion: A Syllabus for Surviving Academia as a Woman of Color. By Lorgia García-Peña. Chicago, IL: Haymarket Books, 2022.","authors":"R. Varghese","doi":"10.15402/esj.v8i2.70810","DOIUrl":"https://doi.org/10.15402/esj.v8i2.70810","url":null,"abstract":"Lorgia García-Peña puts into one text the many conversations had by women of color, including me, in hushed voices in the hallways or offices of our institutions, with knowing, loving, and affirmative glances shared at meetings, and by way of informal mutual aid groups, coming together at kitchen tables. These are conversations that have helped faculty and students of color survive and thrive in spaces not built or imagined for us. García-Peña begins her book by naming this long history: “My writing comes from a place of deep gratitude and humility as I recognize all that I am as the result of a collective process of becoming that is informed by communal knowledge and shared imaginings” (p. 13). ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"60 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130302330","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}
Collaborative Movement focuses on an ongoing research collaboration centred on supporting trans/genderqueer/non-binary/queer community dance/movement programming and mentorship in Regina, Treaty 4 territory. Incorporating queer feminist community research methods, this article demonstrates that collaborations between community organizations and academia can be productive in their grounding of ideas (about gender and bodies) in everyday complexities and specificities of place in ways that hold potential for new forms of interaction, new ways of relating to each other, and new possibilities for action.
{"title":"Collaborative Movement: What Queering Dance Makes Possible","authors":"C. Carter","doi":"10.15402/esj.v8i2.70778","DOIUrl":"https://doi.org/10.15402/esj.v8i2.70778","url":null,"abstract":"Collaborative Movement focuses on an ongoing research collaboration centred on supporting trans/genderqueer/non-binary/queer community dance/movement programming and mentorship in Regina, Treaty 4 territory. Incorporating queer feminist community research methods, this article demonstrates that collaborations between community organizations and academia can be productive in their grounding of ideas (about gender and bodies) in everyday complexities and specificities of place in ways that hold potential for new forms of interaction, new ways of relating to each other, and new possibilities for action. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122050020","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}
Indian in the Cabinet is a groundbreaking memoir that reflects Jody Wilson-Raybould’s experiences and perspective as the first Indigenous woman in the simultaneous roles of Canada’s Minister of Justice and Attorney General. Within this context, she describes how, within the Canadian political system, power and truth are disassociated from one another. In order for real change to occur, fraudulent power must be dismantled and replaced with truth as a primary commitment in the democratic system of the Canadian government.
{"title":"An Indian In The Cabinet: Speaking Truth to Power. By Jody Wilson-Raybould. Toronto, ON: HarperCollins Publishers Ltd., 2021.","authors":"Lindsay Knight","doi":"10.15402/esj.v8i2.70808","DOIUrl":"https://doi.org/10.15402/esj.v8i2.70808","url":null,"abstract":"Indian in the Cabinet is a groundbreaking memoir that reflects Jody Wilson-Raybould’s experiences and perspective as the first Indigenous woman in the simultaneous roles of Canada’s Minister of Justice and Attorney General. Within this context, she describes how, within the Canadian political system, power and truth are disassociated from one another. In order for real change to occur, fraudulent power must be dismantled and replaced with truth as a primary commitment in the democratic system of the Canadian government. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127700247","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}
Review of Secret Feminist Agenda, Season 4 By Andi Schwartz and Morgan Bimm The Secret Feminist Agenda podcast was first encountered by then-graduate student Andi Schwartz as assigned ‘reading’ in a Queer Pedagogies seminar. The seminar was part of a student-run initiative facilitated by co-reviewer, Morgan Bimm, who started the seminar series as a critical response to a lack of teaching resources available to graduate students. The podcast’s aims and sensibilities spoke to our experiences and values both then, as first-generation university students and now, as emerging feminist media scholars. Secret Feminist Agenda is recorded and produced by Dr. Hannah McGregor, an Assistant Professor of publishing at Simon Fraser University. Secret Feminist Agenda is McGregor’s second podcast, which she began in 2017 with the aim of bridging academia and feminism and forging connections between feminists.[1] In addition to producing the Secret Feminist Agenda podcast, podcasting has become an integral part of McGregor’s pedagogy[2] and research; she co-founded the SSHRC-funded Amplify Podcast Network to develop guidelines for peer reviewing podcasts. The original goals of the podcast, bridging academia and feminism and forging connects with feminists, remain the driving force behind season four, which is further organized around the principle of “keeping it local.” Season four consists of 30 episodes, half of which offer long-form interviews with feminists in academia, art, sex therapy, podcasting, Canadian literature, comedy, and more, which effectively highlight the various forms that feminism can take and offer a window into feminist friendships and community. While the theme “keeping it local” was challenged by the onset of the COVID-19 pandemic (interviews could no longer be conducted in person), the podcast consistently succeeded in prompting listeners to think about space and place as they relate to feminism and community. In our review, we were struck by the following three themes: 1) critiquing the expert(ise); 2) the spaces and places of feminist thought; and 3) the politics and affects of community space. In form, the scholarly podcast acts as a critique of the existing structures of academia. Through interviews with feminists like Dawn Serra and Khairani Barokka, the notion of expertise is critiqued alongside academia’s role in perpetuating myths of excellence through citational and syllabi-building practices. Such critiques highlight the importance of DIY media, like podcasts, as spaces through which expertise can be critiqued and other points of view are circulated. Solo-recorded “minisodes” often engage with more personal or affective topics; though we debated the merits of these episodes, we came to the conclusion that introducing affect and the personal into scholarship is both an important feminist project and a vital challenge to existing ideas about academic rigour.[3] Through interviews with feminists across fields, including se
{"title":"Review of Secret Feminist Agenda, Season 4","authors":"Andi Schwartz, M. Bimm","doi":"10.15402/esj.v8i2.70813","DOIUrl":"https://doi.org/10.15402/esj.v8i2.70813","url":null,"abstract":"Review of Secret Feminist Agenda, Season 4 \u0000By Andi Schwartz and Morgan Bimm \u0000The Secret Feminist Agenda podcast was first encountered by then-graduate student Andi Schwartz as assigned ‘reading’ in a Queer Pedagogies seminar. The seminar was part of a student-run initiative facilitated by co-reviewer, Morgan Bimm, who started the seminar series as a critical response to a lack of teaching resources available to graduate students. The podcast’s aims and sensibilities spoke to our experiences and values both then, as first-generation university students and now, as emerging feminist media scholars. \u0000Secret Feminist Agenda is recorded and produced by Dr. Hannah McGregor, an Assistant Professor of publishing at Simon Fraser University. Secret Feminist Agenda is McGregor’s second podcast, which she began in 2017 with the aim of bridging academia and feminism and forging connections between feminists.[1] In addition to producing the Secret Feminist Agenda podcast, podcasting has become an integral part of McGregor’s pedagogy[2] and research; she co-founded the SSHRC-funded Amplify Podcast Network to develop guidelines for peer reviewing podcasts. The original goals of the podcast, bridging academia and feminism and forging connects with feminists, remain the driving force behind season four, which is further organized around the principle of “keeping it local.” \u0000Season four consists of 30 episodes, half of which offer long-form interviews with feminists in academia, art, sex therapy, podcasting, Canadian literature, comedy, and more, which effectively highlight the various forms that feminism can take and offer a window into feminist friendships and community. While the theme “keeping it local” was challenged by the onset of the COVID-19 pandemic (interviews could no longer be conducted in person), the podcast consistently succeeded in prompting listeners to think about space and place as they relate to feminism and community. \u0000In our review, we were struck by the following three themes: 1) critiquing the expert(ise); 2) the spaces and places of feminist thought; and 3) the politics and affects of community space. \u0000 \u0000In form, the scholarly podcast acts as a critique of the existing structures of academia. Through interviews with feminists like Dawn Serra and Khairani Barokka, the notion of expertise is critiqued alongside academia’s role in perpetuating myths of excellence through citational and syllabi-building practices. Such critiques highlight the importance of DIY media, like podcasts, as spaces through which expertise can be critiqued and other points of view are circulated. Solo-recorded “minisodes” often engage with more personal or affective topics; though we debated the merits of these episodes, we came to the conclusion that introducing affect and the personal into scholarship is both an important feminist project and a vital challenge to existing ideas about academic rigour.[3] \u0000Through interviews with feminists across fields, including se","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122552477","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}
Exceptionalisms are reductive, short-sighted, and often convoluted rationalizations for refusing relational accountabilities. They systematically deliver narrowly conceived benefits to some at great expense to others who are habitually held from public view and voice. In neoliberal times, excuses for ignoring damage and justifying harms are legion. Our planet is choking on the standard business practice of externalizing costs while permitting pollution, social ills, and health consequences to pile up in the lives of marginalized peoples, species, and places, with complicit nation states increasingly ill-equipped to address the fallout. Some exceptionalisms, like the “doctrine of discovery,” are perpetrated for centuries with virtual impunity, masquerading as sacred edict until the mass graves of children surfacing from residential school grounds reveal assimilative evils that are more difficult to ignore for those who have benefitted most.
{"title":"Exposing Exceptionalisms: B(e)aring Complicities and Framing Resistances","authors":"Marie Lovrod, C. Mason","doi":"10.15402/esj.v8i2.70811","DOIUrl":"https://doi.org/10.15402/esj.v8i2.70811","url":null,"abstract":"Exceptionalisms are reductive, short-sighted, and often convoluted rationalizations for refusing relational accountabilities. They systematically deliver narrowly conceived benefits to some at great expense to others who are habitually held from public view and voice. In neoliberal times, excuses for ignoring damage and justifying harms are legion. Our planet is choking on the standard business practice of externalizing costs while permitting pollution, social ills, and health consequences to pile up in the lives of marginalized peoples, species, and places, with complicit nation states increasingly ill-equipped to address the fallout. Some exceptionalisms, like the “doctrine of discovery,” are perpetrated for centuries with virtual impunity, masquerading as sacred edict until the mass graves of children surfacing from residential school grounds reveal assimilative evils that are more difficult to ignore for those who have benefitted most.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116597234","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}
Grounded in a friendship that began in the academy, we write together to problematize collaborative writing across our distinct caste positionalities. Writing as caste-oppressed Pakistani Muslim settler (Patel) and dominant caste Indian settler (Da Costa), we write primarily across caste power lines to focus on the failure in our own efforts at collaborative writing. This article, initially meant to focus on our complicities in white settler colonialism in its present form, reflects on the detours we undertook to arrive at this place of certainty that “we cannot write about our complicity together.” Specifically, we reconsider some assumptions underlining prominent methodological commitments of transnational collaborative writing across uneven locations in, for, and beyond the academy. Collaborative writing has been championed for its capacity to generate dialogue across disagreements, praxis grounded in social change, a challenge to the academy’s notions of individual knowledge-production and merit, and as a means of holding people across hierarchies accountable to structures of violence that remain at work within social movements and collective struggles. Considering the contours of what Sara Ahmed (2019) calls structural “usefulness” of collaborative writing to the colonial and neoliberal academy, we use historical and life-writing approaches to make caste violence legible in order to refuse the cover that collaborative writing provides to dominant caste South Asians engaged in research with Indigenous, Black, Muslim, caste-oppressed and multiply and differentially colonized communities. Our purpose is to foreground the historical and ordinary violence of caste as it shapes North American academic relationships, intimacies, and scholarship, in order to challenge the assumption that caste-privileged South Asian scholars of postcolonial and transnational studies in western academia are best poised to collaborate with Indigenous, Black, other racialized, and Dalit scholars and actors toward a decolonial, abolitionist, and anti-casteist feminist praxis. While focusing on writing across caste lines, our analysis can also be read as offering a space to engage ethically with complexities informing collaborative projects across differential horizontal and vertical power relations informed by race, class, gender, sexuality, citizenship, north/south and other differences. In the process of writing this article, we have also paid particular attention to our citational practices.
{"title":"“We Cannot Write About Complicity Together”: Limits of Cross-Caste Collaborations in Western Academy","authors":"Dia Da Costa, Shaista Patel","doi":"10.15402/esj.v8i2.70780","DOIUrl":"https://doi.org/10.15402/esj.v8i2.70780","url":null,"abstract":"Grounded in a friendship that began in the academy, we write together to problematize collaborative writing across our distinct caste positionalities. Writing as caste-oppressed Pakistani Muslim settler (Patel) and dominant caste Indian settler (Da Costa), we write primarily across caste power lines to focus on the failure in our own efforts at collaborative writing. This article, initially meant to focus on our complicities in white settler colonialism in its present form, reflects on the detours we undertook to arrive at this place of certainty that “we cannot write about our complicity together.” Specifically, we reconsider some assumptions underlining prominent methodological commitments of transnational collaborative writing across uneven locations in, for, and beyond the academy. Collaborative writing has been championed for its capacity to generate dialogue across disagreements, praxis grounded in social change, a challenge to the academy’s notions of individual knowledge-production and merit, and as a means of holding people across hierarchies accountable to structures of violence that remain at work within social movements and collective struggles. Considering the contours of what Sara Ahmed (2019) calls structural “usefulness” of collaborative writing to the colonial and neoliberal academy, we use historical and life-writing approaches to make caste violence legible in order to refuse the cover that collaborative writing provides to dominant caste South Asians engaged in research with Indigenous, Black, Muslim, caste-oppressed and multiply and differentially colonized communities. Our purpose is to foreground the historical and ordinary violence of caste as it shapes North American academic relationships, intimacies, and scholarship, in order to challenge the assumption that caste-privileged South Asian scholars of postcolonial and transnational studies in western academia are best poised to collaborate with Indigenous, Black, other racialized, and Dalit scholars and actors toward a decolonial, abolitionist, and anti-casteist feminist praxis. While focusing on writing across caste lines, our analysis can also be read as offering a space to engage ethically with complexities informing collaborative projects across differential horizontal and vertical power relations informed by race, class, gender, sexuality, citizenship, north/south and other differences. In the process of writing this article, we have also paid particular attention to our citational practices. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131808484","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}
In February 2019, OUTSaskatoon, a 2SLGBTQ+ resource centre in Saskatoon, SK, received 1.1 M in federal funds to support a five-year project set to intervene in the instances and societal perpetuation of gender-based violence toward the 2SLGBTQ+ community. The project involved partnerships between OUTSaskatoon and the University of Saskatchewan, including a comprehensive research and evaluation stream to accompany the delivery of front-line services and educational activities. During the project’s application to the University’s Research Ethics Board (REB), members of the ethics review committee expressed heightened levels of fear and discomfort not only with the subject-matter, but with the role (and centrality) of the community organization within the research process. The documented experience explores pressing barriers to effective and ethical community-university research partnerships. To this end, the authors explore their communications with the REB alongside the themes of “vulnerability,” “risk-aversion,” and more broadly regarding the timelines of community work versus university processes. Together these themes maintain a culture of academic exceptionalism that causes significant barriers to the development of reciprocal partnerships between community partners and universities. In this case, the outcome was hopeful, as a formal complaint to the REB received a documented apology. In documenting this specific, though not unique, experience, we aim to highlight the possibilities for leaning in and building ethical space between and through community and academic environments to foreground both needed critique and collaborative pathways forward.
{"title":"Avoiding Risk, Protecting the “Vulnerable”: A Story of Performative Ethics and Community Research Relationships","authors":"Rachel Loewen Walker, Andrew Hartman","doi":"10.15402/esj.v8i2.70776","DOIUrl":"https://doi.org/10.15402/esj.v8i2.70776","url":null,"abstract":"In February 2019, OUTSaskatoon, a 2SLGBTQ+ resource centre in Saskatoon, SK, received 1.1 M in federal funds to support a five-year project set to intervene in the instances and societal perpetuation of gender-based violence toward the 2SLGBTQ+ community. The project involved partnerships between OUTSaskatoon and the University of Saskatchewan, including a comprehensive research and evaluation stream to accompany the delivery of front-line services and educational activities. During the project’s application to the University’s Research Ethics Board (REB), members of the ethics review committee expressed heightened levels of fear and discomfort not only with the subject-matter, but with the role (and centrality) of the community organization within the research process. The documented experience explores pressing barriers to effective and ethical community-university research partnerships. To this end, the authors explore their communications with the REB alongside the themes of “vulnerability,” “risk-aversion,” and more broadly regarding the timelines of community work versus university processes. Together these themes maintain a culture of academic exceptionalism that causes significant barriers to the development of reciprocal partnerships between community partners and universities. In this case, the outcome was hopeful, as a formal complaint to the REB received a documented apology. In documenting this specific, though not unique, experience, we aim to highlight the possibilities for leaning in and building ethical space between and through community and academic environments to foreground both needed critique and collaborative pathways forward. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115645716","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}
Feminist scholars and activists have a long history of integrating feminist praxis in the curriculum through community engagement initiatives. Using feminist critiques, they have investigated possibilities as well as limitations of these initiatives in neoliberal universities (Boyd & Sandell, 2012; Costa & Leong, 2012; Dean et al., 2019; Johnson & Luhmann, 2016; Kwon & Nguyen, 2016). Nevertheless, most of the existing studies focus on feminist community engagement within institutionalized Women’s, Gender, and Sexuality Studies (WGSS) departments, programs, and courses. This article demonstrates how feminist community engagement can expand its scope outside the institutional boundaries of WGSS programs. It contributes to the existing feminist literature in several ways. First, it explores how feminist and decolonial praxis can manifest in a non-WGSS setting and the resulting challenges and possibilities that arise. Second, it argues that the transition from traditional service learning to feminist and decolonial community engagement is a complex, contentious, and iterative process rather than an end goal. Lastly, it elaborates on how faculty can not only avoid the tendency of “learning elsewhere” and framing the community as “unprivileged Other” but also build and organize with community through creative subversion of various structures of the neoliberal university.
{"title":"Decolonizing Or Doing the Best With What We Have? Feminist University-Community Engagement Outside WGSS Programs","authors":"Nafisa Tanjeem, M. Illuzzi","doi":"10.15402/esj.v8i2.70779","DOIUrl":"https://doi.org/10.15402/esj.v8i2.70779","url":null,"abstract":"Feminist scholars and activists have a long history of integrating feminist praxis in the curriculum through community engagement initiatives. Using feminist critiques, they have investigated possibilities as well as limitations of these initiatives in neoliberal universities (Boyd & Sandell, 2012; Costa & Leong, 2012; Dean et al., 2019; Johnson & Luhmann, 2016; Kwon & Nguyen, 2016). Nevertheless, most of the existing studies focus on feminist community engagement within institutionalized Women’s, Gender, and Sexuality Studies (WGSS) departments, programs, and courses. This article demonstrates how feminist community engagement can expand its scope outside the institutional boundaries of WGSS programs. It contributes to the existing feminist literature in several ways. First, it explores how feminist and decolonial praxis can manifest in a non-WGSS setting and the resulting challenges and possibilities that arise. Second, it argues that the transition from traditional service learning to feminist and decolonial community engagement is a complex, contentious, and iterative process rather than an end goal. Lastly, it elaborates on how faculty can not only avoid the tendency of “learning elsewhere” and framing the community as “unprivileged Other” but also build and organize with community through creative subversion of various structures of the neoliberal university. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"155 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125078998","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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