Incoming immigrants to places like Canada tend to be religious and thereby have sympathies counter to prevailing secularizing trends that emerge in research praxis. This paper presents an illustrative case study of Community-Based Research (CBR) that starts from the community to be studied. We illustrate how CBR can be an effective tool for engaging community stakeholders in solving community problems when stakeholders are part of faith-based institutions. This is accomplished by drawing on Ochocka and Janzen (2014) and Janzen et al. (2016), who discuss the hallmarks of CBR that we used to structure a case study with The Salvation Army (TSA). This paper focuses on TSA as a religious institution and how CBR supports TSA’s adjustment to enhance its relationships with a community it finds itself serving: newcomers. We first outline the hallmarks of CBR and show how they are expressed in our case study. Second, we extend Ochocka and Janzen (2014) and Janzen et al. (2016) by focusing on the functions of CBR to illustrate further the outcomes that can emerge from this sort of approach and make recommendations for researching with faith-based institutions.
{"title":"Illustrating the Outcomes of Community-Based Research: A Case Study on Working with Faith-Based Institutions","authors":"J. Cresswell, Rich Janzen, J. Ochocka","doi":"10.15402/ESJ.V6I2.70747","DOIUrl":"https://doi.org/10.15402/ESJ.V6I2.70747","url":null,"abstract":"Incoming immigrants to places like Canada tend to be religious and thereby have sympathies counter to prevailing secularizing trends that emerge in research praxis. This paper presents an illustrative case study of Community-Based Research (CBR) that starts from the community to be studied. We illustrate how CBR can be an effective tool for engaging community stakeholders in solving community problems when stakeholders are part of faith-based institutions. This is accomplished by drawing on Ochocka and Janzen (2014) and Janzen et al. (2016), who discuss the hallmarks of CBR that we used to structure a case study with The Salvation Army (TSA). This paper focuses on TSA as a religious institution and how CBR supports TSA’s adjustment to enhance its relationships with a community it finds itself serving: newcomers. We first outline the hallmarks of CBR and show how they are expressed in our case study. Second, we extend Ochocka and Janzen (2014) and Janzen et al. (2016) by focusing on the functions of CBR to illustrate further the outcomes that can emerge from this sort of approach and make recommendations for researching with faith-based institutions. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131129542","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}
Jennifer W. Purcell, Andrew J. Pearl, Trina Van Schyndel
The purpose of this study was to explore faculty members’ perceptions of their roles as boundary spanners, the expectations they have for professional competencies related to boundary spanning, and how these faculty were prepared to successfully perform in their boundary-spanning leadership roles. In the context of higher education community engagement, boundary spanning refers to the work that is critical in overcoming the divide between the institution and the community (Weerts & Sandmann, 2010). This study revealed boundary-spanning faculty leaders’ perceptions of their roles, competencies for effective community-engaged teaching and scholarship, and ways in which institutions may cultivate and support boundary-spanning leadership among current and future scholars and educators.
{"title":"Boundary spanning leadership among community-engaged faculty: An exploratory study of faculty participating in higher education community engagement","authors":"Jennifer W. Purcell, Andrew J. Pearl, Trina Van Schyndel","doi":"10.15402/ESJ.V6I2.69398","DOIUrl":"https://doi.org/10.15402/ESJ.V6I2.69398","url":null,"abstract":"The purpose of this study was to explore faculty members’ perceptions of their roles as boundary spanners, the expectations they have for professional competencies related to boundary spanning, and how these faculty were prepared to successfully perform in their boundary-spanning leadership roles. In the context of higher education community engagement, boundary spanning refers to the work that is critical in overcoming the divide between the institution and the community (Weerts & Sandmann, 2010). This study revealed boundary-spanning faculty leaders’ perceptions of their roles, competencies for effective community-engaged teaching and scholarship, and ways in which institutions may cultivate and support boundary-spanning leadership among current and future scholars and educators. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132460231","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}
{"title":"Review of Transforming Conversations: Feminism and Education in Canada Since 1970 by Dawn Wallin and Janice Wallace (Eds.)","authors":"Mairi McDermott","doi":"10.15402/ESJ.V6I2.70730","DOIUrl":"https://doi.org/10.15402/ESJ.V6I2.70730","url":null,"abstract":"","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126501452","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}
The anthropological study of health has always been an integral part of the discipline. With the development of cultural anthropology and physical anthropology (specifically, bioarchaeology) in the nineteenth century came different theories and methodologies concerning the study and definition of communities. Still today, cultural anthropology and bioarchaeology share the same broad goals of exploring the evolving relationships between experiences of health and the community, culture, and environment (being natural, domestic, political, and social). That cultural anthropologists study extant cultures and bioarchaeologists do not has necessitated the evolution of different methodological practices. Here, I explore some of the differences between these two sub-disciplines: their differing notions of community, how they engage with communities, and the relevance of their work to the communities they study. I contextualize this analysis with a short discussion of the sub-disciplines’ co-evolution and ground it with examples from my research with middle Holocene Siberian, Russian Federation, and Anglo-Saxon to Post-Industrial British communities.
{"title":"Perspectives on Health: Working with Communities as Cultural Anthropologists and Bioarchaeologists","authors":"Samantha Purhcase","doi":"10.15402/esj.v6i1.70741","DOIUrl":"https://doi.org/10.15402/esj.v6i1.70741","url":null,"abstract":" \u0000 The anthropological study of health has always been an integral part of the discipline. With the development of cultural anthropology and physical anthropology (specifically, bioarchaeology) in the nineteenth century came different theories and methodologies concerning the study and definition of communities. Still today, cultural anthropology and bioarchaeology share the same broad goals of exploring the evolving relationships between experiences of health and the community, culture, and environment (being natural, domestic, political, and social). That cultural anthropologists study extant cultures and bioarchaeologists do not has necessitated the evolution of different methodological practices. Here, I explore some of the differences between these two sub-disciplines: their differing notions of community, how they engage with communities, and the relevance of their work to the communities they study. I contextualize this analysis with a short discussion of the sub-disciplines’ co-evolution and ground it with examples from my research with middle Holocene Siberian, Russian Federation, and Anglo-Saxon to Post-Industrial British communities. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133930556","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}
Gardens in Vanuatu, an archipelago in the SW Pacific, materialize the multiple relationships between land, humans, and the more-than-human world that facilitate self-reliance, and wellbeing. This paper analyzes a collaborative project (2016-18) undertaken on the Island of Tanna in Vanuatu. A project for and with youth and their communities, it aimed to train young people to do basic research on customary food gardens and to document Indigenous customary knowledge, practices, and customary stories about food and gardens. The project started after a catastrophic cyclone destroyed gardens and infrastructure, rendering the self-sufficient islanders dependent on food aid at a time of rising rates of non-communicable diseases (NCDs). There is also concern about the declining interest in traditional knowledge among youth. With about 60% of the population under 30 years of age, this paper argues that youth are critical actors in ensuring the continuity of customary knowledge and practices that are essential for food sovereignty, the maintenance of social relations and wellbeing, all of which are embedded in relational ecologies of care.
{"title":"Cultivating Well-being: Young People and Food Gardens in Tanna, Vanuatu","authors":"Jean Mitchell, Joan Niras, Lesbeth Niefeu","doi":"10.15402/esj.v6i1.70665","DOIUrl":"https://doi.org/10.15402/esj.v6i1.70665","url":null,"abstract":"Gardens in Vanuatu, an archipelago in the SW Pacific, materialize the multiple relationships between land, humans, and the more-than-human world that facilitate self-reliance, and wellbeing. This paper analyzes a collaborative project (2016-18) undertaken on the Island of Tanna in Vanuatu. A project for and with youth and their communities, it aimed to train young people to do basic research on customary food gardens and to document Indigenous customary knowledge, practices, and customary stories about food and gardens. The project started after a catastrophic cyclone destroyed gardens and infrastructure, rendering the self-sufficient islanders dependent on food aid at a time of rising rates of non-communicable diseases (NCDs). There is also concern about the declining interest in traditional knowledge among youth. With about 60% of the population under 30 years of age, this paper argues that youth are critical actors in ensuring the continuity of customary knowledge and practices that are essential for food sovereignty, the maintenance of social relations and wellbeing, all of which are embedded in relational ecologies of care. \u0000 ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131813144","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}
There continues to be significant debate about what constitutes an “ethnographic film.” Contemporary standards for production require large budgets and sophisticated film crews, and as a result marginalizes those films produced at the local level designed to meet local needs. This article documents the process of creating a participatory ethnographic film at the behest of a group of Q’eqchi’ Maya medical practitioners in Belize. From conception through to the approval of the final cut and distribution, the project was directed by the practitioners and executed on a shoestring budget and ‘in kind’ contributions. I argue that the genre of ethnographic film must accommodate local level aesthetic sensibilities about what constitutes a “good” representation of cultural issues, and consider the nature of the intended audience, thereby allowing space for a collaborative filmmaking process attendant to the world of the participants rather than that of international film festivals.
{"title":"Participatory Ethnographic Film: Video Advocacy and Engagement with Q’eqchi’ Maya Medical Practitioners in Belize","authors":"J. Waldram","doi":"10.15402/esj.v6i1.68231","DOIUrl":"https://doi.org/10.15402/esj.v6i1.68231","url":null,"abstract":"There continues to be significant debate about what constitutes an “ethnographic film.” Contemporary standards for production require large budgets and sophisticated film crews, and as a result marginalizes those films produced at the local level designed to meet local needs. This article documents the process of creating a participatory ethnographic film at the behest of a group of Q’eqchi’ Maya medical practitioners in Belize. From conception through to the approval of the final cut and distribution, the project was directed by the practitioners and executed on a shoestring budget and ‘in kind’ contributions. I argue that the genre of ethnographic film must accommodate local level aesthetic sensibilities about what constitutes a “good” representation of cultural issues, and consider the nature of the intended audience, thereby allowing space for a collaborative filmmaking process attendant to the world of the participants rather than that of international film festivals. \u0000 ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131417760","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}
{"title":"Children as Caregivers: The Global Fight Against Tuberculosis and HIV in Zambia by Jean Hunleth","authors":"Kelsey A. Marr","doi":"10.15402/esj.v6i1.68043","DOIUrl":"https://doi.org/10.15402/esj.v6i1.68043","url":null,"abstract":"","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116698140","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 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. In this section, we invite our readers to offer their thoughts and ideas on the meanings and understandings of engaged scholarship, as practiced in local or faraway communities, diverse cultural settings, and in various disciplinary contexts. We especially welcome community-based scholars’ views and opinions on their collaborations with university-based partners in particular and engaged scholarship in general. In this issue, we profile the perspectives of young scholars. Here we feature a conversation between Penelope Sanz, who recently obtained her Ph.D. in Interdisciplinary Studies from the University of Saskatchewan and who serves as the Journal’s pioneering managing assistant, and Jayne Malenfant, a 2018 Pierre Elliott Trudeau Scholar, Vanier Scholar, and Ph.D. Candidate at McGill University in the Department of Integrated Studies in Education. A young engaged scholar working with the homeless in Montreal, Jayne talks about her on-going study on how homelessness impacts young people’s education. She looks at the challenges of accessing educational institutional support, an issue, she says, close to her heart as she was once a homeless youth herself. She reflects on the need for academia to open more spaces for young researchers undertaking engaged scholarship to involve the homeless youths themselves in the search for solutions.
{"title":"Exchanges","authors":"Penelope C Sanz","doi":"10.15402/esj.v5i3.70366","DOIUrl":"https://doi.org/10.15402/esj.v5i3.70366","url":null,"abstract":"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. In this section, we invite our readers to offer their thoughts and ideas on the meanings and understandings of engaged scholarship, as practiced in local or faraway communities, diverse cultural settings, and in various disciplinary contexts. We especially welcome community-based scholars’ views and opinions on their collaborations with university-based partners in particular and engaged scholarship in general. \u0000In this issue, we profile the perspectives of young scholars. Here we feature a conversation between Penelope Sanz, who recently obtained her Ph.D. in Interdisciplinary Studies from the University of Saskatchewan and who serves as the Journal’s pioneering managing assistant, and Jayne Malenfant, a 2018 Pierre Elliott Trudeau Scholar, Vanier Scholar, and Ph.D. Candidate at McGill University in the Department of Integrated Studies in Education. A young engaged scholar working with the homeless in Montreal, Jayne talks about her on-going study on how homelessness impacts young people’s education. She looks at the challenges of accessing educational institutional support, an issue, she says, close to her heart as she was once a homeless youth herself. She reflects on the need for academia to open more spaces for young researchers undertaking engaged scholarship to involve the homeless youths themselves in the search for solutions. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132115506","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}
The paper reflects on a changing public service project regarding women and intersectional analysis in Halifax, Canada. The project sought to facilitate collective mobilizations to challenge austerity and to imagine public services that meet the needs of the citizens who use them, and the workers that provide them. We provide an overview of the project, and then explore our attempt at adapting “multistrand” intersectional policy analysis (Hankivsky & Cormier, 2011) to a community-based context. In considering the challenges and opportunities associated with this work, the paper concludes that the changing public service project created space for an innovative approach to community-based research that can guide both participatory policy analysis and collective action.
{"title":"Community-Based Intersectionality: The Changing Public Services Project","authors":"Tammy Findlay, Michelle Cohen, M. Johnston","doi":"10.15402/esj.v5i3.61618","DOIUrl":"https://doi.org/10.15402/esj.v5i3.61618","url":null,"abstract":"The paper reflects on a changing public service project regarding women and intersectional analysis in Halifax, Canada. The project sought to facilitate collective mobilizations to challenge austerity and to imagine public services that meet the needs of the citizens who use them, and the workers that provide them. We provide an overview of the project, and then explore our attempt at adapting “multistrand” intersectional policy analysis (Hankivsky & Cormier, 2011) to a community-based context. In considering the challenges and opportunities associated with this work, the paper concludes that the changing public service project created space for an innovative approach to community-based research that can guide both participatory policy analysis and collective action. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116858383","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 essay reviews challenges posed to community-engaged scholars regarding tenure/promotion processes in Canadian universities, with a note to characteristics of community-engaged scholarship that were developed by Catherine Jordan (2007) to address gaps in academic assessment of engaged scholarship. These characteristics are: clear goals, adequate preparation, appropriate methods: scientific rigor and community engagement, significant results/impact, effective presentation/dissemination, reflective critique, leadership and personal contribution, and consistently ethical behavior. These are then applied to a non-peer reviewed work that describes the cumulative effects of environmental change for people in the Slave River Delta Region of the North West Territories, Canada. The reader is asked to view Delta Ways Remembered, a 13-minute video employing an enhanced e-storytelling technique to share and disseminate traditional knowledge about the delta from a compendium of people as a single-voiced narrative. The purpose is to highlight the scholarship underlying non-traditional academic expositions not readily assessed under current paradigms of academic evaluation. This essay strives to illustrate how Jordan’s characteristics can be applied to evaluate non-peer reviewed scholarly work, and also to share rewards and challenges associated with the harmonious blending of Indigenous and western knowledge addressing societal/environmental issues identified by the Indigenous community.
{"title":"Tenets of Community-Engaged Scholarship Applied to Delta Ways Remembered","authors":"Lalita Bharadwaj","doi":"10.15402/esj.v5i3.70365","DOIUrl":"https://doi.org/10.15402/esj.v5i3.70365","url":null,"abstract":"This essay reviews challenges posed to community-engaged scholars regarding tenure/promotion processes in Canadian universities, with a note to characteristics of community-engaged scholarship that were developed by Catherine Jordan (2007) to address gaps in academic assessment of engaged scholarship. These characteristics are: clear goals, adequate preparation, appropriate methods: scientific rigor and community engagement, significant results/impact, effective presentation/dissemination, reflective critique, leadership and personal contribution, and consistently ethical behavior. These are then applied to a non-peer reviewed work that describes the cumulative effects of environmental change for people in the Slave River Delta Region of the North West Territories, Canada. The reader is asked to view Delta Ways Remembered, a 13-minute video employing an enhanced e-storytelling technique to share and disseminate traditional knowledge about the delta from a compendium of people as a single-voiced narrative. The purpose is to highlight the scholarship underlying non-traditional academic expositions not readily assessed under current paradigms of academic evaluation. This essay strives to illustrate how Jordan’s characteristics can be applied to evaluate non-peer reviewed scholarly work, and also to share rewards and challenges associated with the harmonious blending of Indigenous and western knowledge addressing societal/environmental issues identified by the Indigenous community. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"242 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133142847","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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