Honor Brabazon, Jennifer Esmail, Reid B. Locklin, Ashley Stirling
Within the context of an increasing interest in forms of work-integrated learning (WIL) among governments and institutions of higher education, this essay explores the relation between WIL and community-engaged learning (CEL) in order to argue that the structural and self-critique apparent in much CEL scholarship can serve as a model to WIL scholars and practitioners. CEL has undergone a rigorous process of self-examination in recent years, a process that has encouraged its advocates to think carefully about their core assumptions, appropriate learning objectives, and best practices in the field. In this way, we argue, whether or not CEL is classified as a form of WIL, it can serve to defamiliarize many of WIL’s assumptions and to invite self-reflection in the field as a whole. In the first half of the essay, we provide background for the conversation, first in the Canadian context, and then in the broader scholarship of CEL. In the second half, we offer three case studies that illustrate both the distinctive characteristics of CEL and, in the last case, how these characteristics might strengthen the practice of traditional WIL.
在各国政府和高等教育机构对工作融入学习（WIL）形式的兴趣与日俱增的背景下，本文探讨了工作融入学习与社区参与式学习（CEL）之间的关系，以论证在许多社区参与式学习的学术研究中明显存在的结构性自我批判可以为工作融入学习的学者和实践者提供一个范例。近年来，社区参与式学习经历了严格的自我审查过程，这一过程鼓励其倡导者仔细思考其核心假设、适当的学习目标以及该领域的最佳实践。因此，我们认为，无论 CEL 是否被归类为 WIL 的一种形式，它都可以使 WIL 的许多假设变得陌生，并促使整个领域进行自我反思。在文章的前半部分，我们首先介绍了加拿大的背景，然后介绍了 CEL 的更广泛的学术背景。在文章的后半部分，我们提供了三个案例研究，既说明了 CEL 的显著特点，又在最后一个案例中说明了这些特点如何能够加强传统 WIL 的实践。
{"title":"Beyond Employability: Defamiliarizing Work-Integrated Learning with Community-Engaged Learning","authors":"Honor Brabazon, Jennifer Esmail, Reid B. Locklin, Ashley Stirling","doi":"10.15402/esj.v5i3.70364","DOIUrl":"https://doi.org/10.15402/esj.v5i3.70364","url":null,"abstract":"Within the context of an increasing interest in forms of work-integrated learning (WIL) among governments and institutions of higher education, this essay explores the relation between WIL and community-engaged learning (CEL) in order to argue that the structural and self-critique apparent in much CEL scholarship can serve as a model to WIL scholars and practitioners. CEL has undergone a rigorous process of self-examination in recent years, a process that has encouraged its advocates to think carefully about their core assumptions, appropriate learning objectives, and best practices in the field. In this way, we argue, whether or not CEL is classified as a form of WIL, it can serve to defamiliarize many of WIL’s assumptions and to invite self-reflection in the field as a whole. In the first half of the essay, we provide background for the conversation, first in the Canadian context, and then in the broader scholarship of CEL. In the second half, we offer three case studies that illustrate both the distinctive characteristics of CEL and, in the last case, how these characteristics might strengthen the practice of traditional WIL. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"18 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141204906","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 her book, Rebecca K. Jager compares and contrasts the lives and legends of three Indigenous North American women: Malinche, Pocahontas, and Sacagawea. Jager’s research answers an earlier call by Native-American historian and feminist scholar Clara Sue Kidwell in her 1992 Ethnohistory article, “Indian Women as Cultural Intermediaries,” to revisit these stories from a non-Eurocentric perspective.
{"title":"Malinche, Pocahontas, and Sacagawea: Indian Women as Cultural Intermediaries and National Symbols","authors":"A. Khelifa","doi":"10.5860/choice.196039","DOIUrl":"https://doi.org/10.5860/choice.196039","url":null,"abstract":"In her book, Rebecca K. Jager compares and contrasts the lives and legends of three Indigenous North American women: Malinche, Pocahontas, and Sacagawea. Jager’s research answers an earlier call by Native-American historian and feminist scholar Clara Sue Kidwell in her 1992 Ethnohistory article, “Indian Women as Cultural Intermediaries,” to revisit these stories from a non-Eurocentric perspective. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"47 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":"125878058","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":"Women and Gendered Violence in Canada: An Intersectional Approach","authors":"Susan M. Manning","doi":"10.15402/esj.v5i3.69120","DOIUrl":"https://doi.org/10.15402/esj.v5i3.69120","url":null,"abstract":"","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"11 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":"132138366","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}
Building Leadership Bridges, offers a path to bettering the world. The editors begin by interviewing distinguished thought leaders, systems thinkers, and social scientists around seven open-ended questions, creating a primer for what leadership can or should be.
{"title":"Creative Social Change: Leadership for a Healthy World by Kathryn Goldman Schuyler, E.B. Baugher, and K. Jironet","authors":"Briana Dominguez","doi":"10.15402/ESJ.V5I2.68353","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68353","url":null,"abstract":"Building Leadership Bridges, offers a path to bettering the world. The editors begin by interviewing distinguished thought leaders, systems thinkers, and social scientists around seven open-ended questions, creating a primer for what leadership can or should be.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"178 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":"120975022","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 lives and the lives of those we study are full of stories. Stories are never mere stories. Qualitative researchers who document, hear, and listen to participant lived-experiences encounter and witness the intimate spaces of people’s everyday lives. Researchers thus find themselves in the position of translator between diverse communities: those affected by policies, the academy and public officials. For academic-activists committed to listening to situated stories in order to improve public policy, several critical questions emerge: How do we do justice to these stories? What are the ethics of engagement involved in telling stories about those who share their knowledges and lived-experiences with us? Can storytelling bridge positivist and post-positivist research methods? Do policymakers listen to stories? How? What can researchers learn from Indigenous storytelling methods to envision decolonial, sustainable futures? To respond to these critical questions, this paper draws from literature in community-engaged research, critical policy studies, interpretive research methods, Indigenous research methods, political ethnography, visual methods and social justice research to argue that stories arenever simply or just stories, but in fact have the potential to be radical tools of change for social and environmental justice. As will be discussed with reference to three mixed media storytelling projects that involved the co-creation of digital stories with Indigenous communities in Canada, stories can intervene on dominant narratives, create space for counternarratives and in doing so challenge the settler-colonial status quo in pursuit of decolonial futures.
{"title":"“Just” Stories or “Just Stories”?: Mixed Media Storytelling as a Prism for Environmental Justice and Decolonial Futures","authors":"S. Wiebe","doi":"10.15402/ESJ.V5I2.68333","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68333","url":null,"abstract":"Our lives and the lives of those we study are full of stories. Stories are never mere stories. Qualitative researchers who document, hear, and listen to participant lived-experiences encounter and witness the intimate spaces of people’s everyday lives. Researchers thus find themselves in the position of translator between diverse communities: those affected by policies, the academy and public officials. For academic-activists committed to listening to situated stories in order to improve public policy, several critical questions emerge: How do we do justice to these stories? What are the ethics of engagement involved in telling stories about those who share their knowledges and lived-experiences with us? Can storytelling bridge positivist and post-positivist research methods? Do policymakers listen to stories? How? What can researchers learn from Indigenous storytelling methods to envision decolonial, sustainable futures? To respond to these critical questions, this paper draws from literature in community-engaged research, critical policy studies, interpretive research methods, Indigenous research methods, political ethnography, visual methods and social justice research to argue that stories arenever simply or just stories, but in fact have the potential to be radical tools of change for social and environmental justice. As will be discussed with reference to three mixed media storytelling projects that involved the co-creation of digital stories with Indigenous communities in Canada, stories can intervene on dominant narratives, create space for counternarratives and in doing so challenge the settler-colonial status quo in pursuit of decolonial futures.","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":"131855135","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 invites the reader to consider the power and potential of art for public engagement, and its use in social movement learning and in demanding the world we want now. The authors frame social movements as important sites of scholarship and learning. They emphasize that by applying creative strategies to engage in critical thought about the nature of the world and one’s position in it, artforms have the potential to make essential contributions to social change. Inspired by literature related to critical art-based learning and learning in social movements, the authors explore representations of protest art and public art exhibitions. They contextualize their writing with stories of mobile art exhibits in Sao Paulo, the ‘maple spring’ in Montreal (Tiotia:ke in the language of the Kanien’kehá:ka), and anti–Bill C-51 protests in Lekwungen territory (Victoria, British Columbia). They present and reflect on their own experiences of using art as engagement and as a representation of voice in public demonstrations.
{"title":"The heART of Activism: Stories of Community Engagement","authors":"D. Monk, B. Jayme, Emilie Salvi","doi":"10.15402/ESJ.V5I2.68335","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68335","url":null,"abstract":"This paper invites the reader to consider the power and potential of art for public engagement, and its use in social movement learning and in demanding the world we want now. The authors frame social movements as important sites of scholarship and learning. They emphasize that by applying creative strategies to engage in critical thought about the nature of the world and one’s position in it, artforms have the potential to make essential contributions to social change. Inspired by literature related to critical art-based learning and learning in social movements, the authors explore representations of protest art and public art exhibitions. They contextualize their writing with stories of mobile art exhibits in Sao Paulo, the ‘maple spring’ in Montreal (Tiotia:ke in the language of the Kanien’kehá:ka), and anti–Bill C-51 protests in Lekwungen territory (Victoria, British Columbia). They present and reflect on their own experiences of using art as engagement and as a representation of voice in public demonstrations.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"298 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":"132627358","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 summarizes a conversation between Carey Newman and guest editor, Catherine Etmanski, which took place on January 12, 2018. The conversation focused on Carey’s work engaging people across Canada in a project titled The Witness Blanket. The Witness Blanket is a national monument of the Indian Residential School Era made of items collected from residential schools, from churches, government buildings, and traditional structures from across Canada. In this report, Carey provides insight into the process of collecting artefacts from communities across Canada. Although not all pieces he received were aesthetically pleasing—and neither were the stories associated with them—through this process, he learned the importance of including all voices and stories. With time and reflection, he learned the power of collective truth. While making the Witness Blanket, some items challenged his creativity and tested his commitment to include something from every contributor, but he felt a responsibility to find a place for them all. He also brings focus to traditional perspectives or ways of being that helped guide him through the process of building and leading a team through the expansive community engagement process and the eventual creation of a monument, national tour, and documentary film.
{"title":"Truthful Engagement: Making the Witness Blanket, an Ongoing Process of Reconciliation","authors":"Carey Newman Hayalthkin’geme, Catherine Etmanski","doi":"10.15402/ESJ.V5I2.68347","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68347","url":null,"abstract":"This report from the field summarizes a conversation between Carey Newman and guest editor, Catherine Etmanski, which took place on January 12, 2018. The conversation focused on Carey’s work engaging people across Canada in a project titled The Witness Blanket. The Witness Blanket is a national monument of the Indian Residential School Era made of items collected from residential schools, from churches, government buildings, and traditional structures from across Canada. In this report, Carey provides insight into the process of collecting artefacts from communities across Canada. Although not all pieces he received were aesthetically pleasing—and neither were the stories associated with them—through this process, he learned the importance of including all voices and stories. With time and reflection, he learned the power of collective truth. While making the Witness Blanket, some items challenged his creativity and tested his commitment to include something from every contributor, but he felt a responsibility to find a place for them all. He also brings focus to traditional perspectives or ways of being that helped guide him through the process of building and leading a team through the expansive community engagement process and the eventual creation of a monument, national tour, and documentary film.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"84 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":"134224034","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}
Kathy Bishop, Catherine Etmanski, M. Page, Briana Dominguez, C. Heykoop
Métissage is a creative method that can be used for engaging people in research, learning, teaching, and community or organizational development. As five authors, we offer a window into our diverse experiences with métissage,providing a theoretical overview, a practical description of insights and processes when facilitating métissage workshops, some key lessons learned, and an example of a simple woven narrative of our experiences with métissage.
{"title":"Narrative Métissage as an Innovative Engagement Practice","authors":"Kathy Bishop, Catherine Etmanski, M. Page, Briana Dominguez, C. Heykoop","doi":"10.15402/ESJ.V5I2.68331","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68331","url":null,"abstract":"Métissage is a creative method that can be used for engaging people in research, learning, teaching, and community or organizational development. As five authors, we offer a window into our diverse experiences with métissage,providing a theoretical overview, a practical description of insights and processes when facilitating métissage workshops, some key lessons learned, and an example of a simple woven narrative of our experiences with métissage.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"6 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":"134481909","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}
Moshoula Capous-Desyllas, Sarah Mountz, A. Pestine-Stevens
This article highlights the various ways in which we represented the visual voices of LGBTQ former foster youth through photovoice methodology in order to engage various stakeholders, diverse communities, and the participants themselves. We locate our research within other similar community-based, participatory projects and weave in our collective experiences. Through the juxtaposition of academic literature with the various steps of our research process, this article provides our critical reflections of our engagement process as we prepared for the research, interacted with the community, shared our findings, and incorporated social change efforts through the dissemination of the visual data in various formal and informal spaces.
{"title":"Unpacking the Layers of Community Engagement, Participation, and Knowledge Co-Creation when Representing the Visual Voices of LGBTQ Former Foster Youth","authors":"Moshoula Capous-Desyllas, Sarah Mountz, A. Pestine-Stevens","doi":"10.15402/ESJ.V5I2.68342","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68342","url":null,"abstract":"This article highlights the various ways in which we represented the visual voices of LGBTQ former foster youth through photovoice methodology in order to engage various stakeholders, diverse communities, and the participants themselves. We locate our research within other similar community-based, participatory projects and weave in our collective experiences. Through the juxtaposition of academic literature with the various steps of our research process, this article provides our critical reflections of our engagement process as we prepared for the research, interacted with the community, shared our findings, and incorporated social change efforts through the dissemination of the visual data in various formal and informal spaces.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"31 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":"125047968","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 this interdisciplinary article, we employ scholarship from educational studies, cultural studies, geography, and sociology. We use graffiti texts we have encountered ourselves in places where we have lived or visited as examples of how graffiti becomes pedagogical. Theoretically, the concepts of public pedagogy, new mobilities, and affect theory — notably Sara Ahmed’s ideas — complement Doreen Massey’s ideas about place, space, and identity, and are cornerstones of our framework. As we consider them, pedagogy and learning are multidimensional processes, which involve intellect or cognition, affect or emotion, sensation, and perception. Place, space, and identity are taken up as sociomaterial phenomena, whose meanings develop as people, texts, physical structures, and various cultural artifacts come into contact with one another and with ideologies about what is (ab)normal and (un)desirable that circulate throughout and across societies. In presenting and discussing examples of graffiti texts we have encountered where we live or visit, we identify three pedagogical purposes that graffiti artists might employ: contemplation, reflection, and action. We close by considering implications for teaching and learning across disciplines, age groups, and context.
{"title":"Extemporaneous Lessons on Place, Space, and Identity: Graffiti as a Pedagogical Disruption","authors":"Kaela Jubas, Kimberly Lenters","doi":"10.15402/ESJ.V5I2.68336","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68336","url":null,"abstract":"In this interdisciplinary article, we employ scholarship from educational studies, cultural studies, geography, and sociology. We use graffiti texts we have encountered ourselves in places where we have lived or visited as examples of how graffiti becomes pedagogical. Theoretically, the concepts of public pedagogy, new mobilities, and affect theory — notably Sara Ahmed’s ideas — complement Doreen Massey’s ideas about place, space, and identity, and are cornerstones of our framework. As we consider them, pedagogy and learning are multidimensional processes, which involve intellect or cognition, affect or emotion, sensation, and perception. Place, space, and identity are taken up as sociomaterial phenomena, whose meanings develop as people, texts, physical structures, and various cultural artifacts come into contact with one another and with ideologies about what is (ab)normal and (un)desirable that circulate throughout and across societies. In presenting and discussing examples of graffiti texts we have encountered where we live or visit, we identify three pedagogical purposes that graffiti artists might employ: contemplation, reflection, and action. We close by considering implications for teaching and learning across disciplines, age groups, and context.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"80 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":"125497473","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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