Lucas Diaz, Ryan McBride, Diana Soto-Olson, Agnieszka Nance
Productive tensions with traditional academic practices develop from a graduate certificate program in community engagement at Tulane University. The program offers an alternative approach to graduate education by fostering community, epistemic justice, and care for the whole person through sustained interdisciplinary and transdisciplinary conversations and collaborations. A 2021-22 survey of current and prior program participants in the graduate certificate program documents a variety of tensions that arise when the graduate certificate program is compared to students’ other experiences with graduate school at Tulane. Analysis relies on theories and concepts of epistemic injustice, decolonizing methodologies and community engagement, which enables interpretation of results. We find that results point to the Tulane Mellon Graduate Program in Community-Engaged Scholarship’s differences in approaches as compared to traditional graduate educational experiences at Tulane, offering insights into more ethical and humane possibilities for graduate education generally as well as particular insights into community-engaged graduate education. These insights would be useful to graduate program directors, graduate students, community-engagement advocates, and administrators interested in connecting their universities to local communities through ethically informed scholarly collaborations.
{"title":"Engaging Epistemic Tensions in Graduate Education","authors":"Lucas Diaz, Ryan McBride, Diana Soto-Olson, Agnieszka Nance","doi":"10.18060/27541","DOIUrl":"https://doi.org/10.18060/27541","url":null,"abstract":"Productive tensions with traditional academic practices develop from a graduate certificate program in community engagement at Tulane University. The program offers an alternative approach to graduate education by fostering community, epistemic justice, and care for the whole person through sustained interdisciplinary and transdisciplinary conversations and collaborations. A 2021-22 survey of current and prior program participants in the graduate certificate program documents a variety of tensions that arise when the graduate certificate program is compared to students’ other experiences with graduate school at Tulane. \u0000 \u0000Analysis relies on theories and concepts of epistemic injustice, decolonizing methodologies and community engagement, which enables interpretation of results. We find that results point to the Tulane Mellon Graduate Program in Community-Engaged Scholarship’s differences in approaches as compared to traditional graduate educational experiences at Tulane, offering insights into more ethical and humane possibilities for graduate education generally as well as particular insights into community-engaged graduate education. These insights would be useful to graduate program directors, graduate students, community-engagement advocates, and administrators interested in connecting their universities to local communities through ethically informed scholarly collaborations. ","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"53 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140424212","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 article seeks to examine the tensions between the culture of higher education, the needs community and the ways that antiblackness and intersectionality impact students, faculty, staff and communities of color utilizing Hersey’s (2022) Rest is Resistance as a framework for analysis. Hersey offers up rest as an act of collective care, linking directly to the current and historical experience of Black Americans. She acknowledges that American capitalism was birthed on plantations, through the forced and violent labor of enslaved Black people. In opposition to white supremacist work culture, Hersey proposes that liberation “resides in our deprogramming and tapping into the power of rest and in our ability to be flexible and subversive” (Hersey, 2022, p.16). In alignment with community engaged values of decolonizing the institution and our minds, staff and faculty have the opportunity to be a model of a well worker, a person unwilling to donate their body to capitalism. Higher education professionals sit at one point of the triangle balanced between students' needs and community needs. Hersey offers one guide to unlearn grind culture and critically examine what sacrifices are asked of staff, faculty, students, and partners, as well as the consequences of those sacrifices.
本文试图利用赫西（2022 年）的 "休息即抵抗"（Rest is Resistance）作为分析框架，研究高等教育文化、需求社区之间的紧张关系，以及反黑人和交叉性对学生、教职员工和有色人种社区的影响。赫西将休息作为一种集体关怀行为，直接与美国黑人的当前和历史经历相联系。她承认，美国的资本主义诞生于种植园，是通过被奴役黑人的强迫和暴力劳动实现的。为了反对白人至上的工作文化，赫西提出，解放 "在于我们去程序化和利用休息的力量，在于我们灵活和颠覆的能力"（Hersey, 2022, p.16）。为了与社区参与的价值观保持一致，使机构和我们的思想去殖民化，教职员工有机会成为良好工人的典范，成为一个不愿意将自己的身体捐献给资本主义的人。高等教育专业人员处于学生需求与社区需求之间的三角平衡点上。赫西为我们提供了一个指南，帮助我们摆脱磨难文化，批判性地审视要求教职员工、教师、学生和合作伙伴做出的牺牲，以及这些牺牲的后果。
{"title":"Implementing Rest as Resistance","authors":"Dresden Frazier, Karin Cotterman","doi":"10.18060/27554","DOIUrl":"https://doi.org/10.18060/27554","url":null,"abstract":"This article seeks to examine the tensions between the culture of higher education, the needs community and the ways that antiblackness and intersectionality impact students, faculty, staff and communities of color utilizing Hersey’s (2022) Rest is Resistance as a framework for analysis. Hersey offers up rest as an act of collective care, linking directly to the current and historical experience of Black Americans. She acknowledges that American capitalism was birthed on plantations, through the forced and violent labor of enslaved Black people. In opposition to white supremacist work culture, Hersey proposes that liberation “resides in our deprogramming and tapping into the power of rest and in our ability to be flexible and subversive” (Hersey, 2022, p.16). In alignment with community engaged values of decolonizing the institution and our minds, staff and faculty have the opportunity to be a model of a well worker, a person unwilling to donate their body to capitalism. Higher education professionals sit at one point of the triangle balanced between students' needs and community needs. Hersey offers one guide to unlearn grind culture and critically examine what sacrifices are asked of staff, faculty, students, and partners, as well as the consequences of those sacrifices.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"9 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140424852","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}
Extractive knowledge is prevalent in higher education community engagement and is a type of epistemic injustice that is harmful to the marginalized communities and community nonprofits that many universities, particularly predominately white institutions, seek to engage. Extractive knowledge results from what we can think of as transactional relationships with community members or community nonprofits. These are largely superficial but impactful, relationships that perpetuate injustice in higher education spaces that imagine themselves to be working to create greater justice. This paper has two aims: 1. To develop the concept of extractive knowledge in community engagement, showing the ways that it is a type of epistemic injustice. 2. To share strategies and examples for more epistemically just approaches to community engagement that shape knowledge in ways that are epistemically responsible, in partnership with communities, and in alignment with community goals and outcomes. We provide the Fitz Center for Leadership in Community Practice Principles as an approach that can move higher education institutions toward transformative community engagement. The paper finishes with the Fitz Center’s Health Equity Program and another partnership as examples of the use of these Practice Principles to leading toward reciprocal, responsible, community-driven, transformational community engagement.
{"title":"Extractive Knowledge:","authors":"Nancy McHugh, Samantha Kennedy, Ashley Wright","doi":"10.18060/27552","DOIUrl":"https://doi.org/10.18060/27552","url":null,"abstract":"Extractive knowledge is prevalent in higher education community engagement and is a type of epistemic injustice that is harmful to the marginalized communities and community nonprofits that many universities, particularly predominately white institutions, seek to engage. Extractive knowledge results from what we can think of as transactional relationships with community members or community nonprofits. These are largely superficial but impactful, relationships that perpetuate injustice in higher education spaces that imagine themselves to be working to create greater justice. This paper has two aims: 1. To develop the concept of extractive knowledge in community engagement, showing the ways that it is a type of epistemic injustice. 2. To share strategies and examples for more epistemically just approaches to community engagement that shape knowledge in ways that are epistemically responsible, in partnership with communities, and in alignment with community goals and outcomes. We provide the Fitz Center for Leadership in Community Practice Principles as an approach that can move higher education institutions toward transformative community engagement. The paper finishes with the Fitz Center’s Health Equity Program and another partnership as examples of the use of these Practice Principles to leading toward reciprocal, responsible, community-driven, transformational community engagement.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"47 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140425330","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}
Scholars deem university partnerships with public schools as an innovative opportunity to marry research and practice. In part, because they can support the development and implementation of evidence-based interventions that improve school culture, academics, and community participation. However, what is less discussed are the barriers and challenges of bringing two vastly different organizations, such as a university and public school together for partnership. Practitioners and scholars document even less about how street level bureaucrats, those delivering programs within and across complex organizations that make up the partnership see, experience, and navigate the barriers. The Heinz Fellows were on the ground in public schools, on behalf of the university, navigating those barriers and challenges that were a blend of unforeseen circumstances, unaccounted for realities, and underestimation of systems “as usual.” As noted by Ahmed (2012), school systems like other institutions become an accumulation of historical activity. Street Level Bureaucracy theory (Weatherley & Lipsky, 1977) examines how frontline workers, such as Heinz Fellows traverse between and betwixt complex environments with little direct supervision and employing discretion and coping to accomplish program goals. Alas, hindsight is twenty-twenty. It is from a post-partnership lens, that productive tensions, uncomfortable conversations, and a clearer path forward is advanced to navigate the tensions of university/public school partnerships. A clearer path forward must begin with a pre-partnership assessment of each organization’s strengths, limitations, and resources.
{"title":"Many Bumps in the Road","authors":"Shallegra Moye","doi":"10.18060/28024","DOIUrl":"https://doi.org/10.18060/28024","url":null,"abstract":"Scholars deem university partnerships with public schools as an innovative opportunity to marry research and practice. In part, because they can support the development and implementation of evidence-based interventions that improve school culture, academics, and community participation. However, what is less discussed are the barriers and challenges of bringing two vastly different organizations, such as a university and public school together for partnership. Practitioners and scholars document even less about how street level bureaucrats, those delivering programs within and across complex organizations that make up the partnership see, experience, and navigate the barriers. The Heinz Fellows were on the ground in public schools, on behalf of the university, navigating those barriers and challenges that were a blend of unforeseen circumstances, unaccounted for realities, and underestimation of systems “as usual.” As noted by Ahmed (2012), school systems like other institutions become an accumulation of historical activity. Street Level Bureaucracy theory (Weatherley & Lipsky, 1977) examines how frontline workers, such as Heinz Fellows traverse between and betwixt complex environments with little direct supervision and employing discretion and coping to accomplish program goals. Alas, hindsight is twenty-twenty. It is from a post-partnership lens, that productive tensions, uncomfortable conversations, and a clearer path forward is advanced to navigate the tensions of university/public school partnerships. A clearer path forward must begin with a pre-partnership assessment of each organization’s strengths, limitations, and resources.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"38 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140426079","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}
Apart from all the legal semantics, the recent U.S. Supreme Court decisions on affirmative action and student debt, when considered together, are, in effect, an attack on economic justice. The social brunt of both decisions likely will impact student access, affordability and educational attainment significantly, particularly for those at the perimeters of the American economy. In the name of increasing opportunity, the Supreme Court’s “originalist” majority opinion claims that a “race-free” approach eliminates discrimination in college admissions. The minority opinion of Judge Jackson refuted this ahistorical claim by restating that the fourteenth amendment to the U.S. Constitution, most definitely a race-specific one, addressed the racial foundations of a formal bondage system of legalized slavery in the United States. The Fourteenth clearly acknowledges the need to rebalance the legal playing field to establish a realistic “equality of opportunity.” A century later, the policy of affirmative action aimed at continuing that process after years of the Jim Crow practice of “separate but equal” that was established in the Court’s 1896 decision in Plessy v Ferguson. By 2023, it is clear that racial inequality remains embedded in the American educational system and throughout its economy and society.
{"title":"Difficult Conversation","authors":"Richard Guarasci","doi":"10.18060/27992","DOIUrl":"https://doi.org/10.18060/27992","url":null,"abstract":"\u0000Apart from all the legal semantics, the recent U.S. Supreme Court decisions on affirmative action and student debt, when considered together, are, in effect, an attack on economic justice. The social brunt of both decisions likely will impact student access, affordability and educational attainment significantly, particularly for those at the perimeters of the American economy. In the name of increasing opportunity, the Supreme Court’s “originalist” majority opinion claims that a “race-free” approach eliminates discrimination in college admissions. The minority opinion of Judge Jackson refuted this ahistorical claim by restating that the fourteenth amendment to the U.S. Constitution, most definitely a race-specific one, addressed the racial foundations of a formal bondage system of legalized slavery in the United States. The Fourteenth clearly acknowledges the need to rebalance the legal playing field to establish a realistic “equality of opportunity.” A century later, the policy of affirmative action aimed at continuing that process after years of the Jim Crow practice of “separate but equal” that was established in the Court’s 1896 decision in Plessy v Ferguson. By 2023, it is clear that racial inequality remains embedded in the American educational system and throughout its economy and society. \u0000","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"10 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140425383","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}
Anchor movements rest on the premise that people- and place-based initiatives can be mutually reinforcing. The community development movement, however, has been haunted for years by the people-place dilemma – the idea that efforts to help people harm efforts to uplift places and vice versa. This article examines the people-place dilemma through a case study of the St. Louis Anchor Action Network (STLAAN), a collaboration of 16 anchor institutions. St. Louis is a classic legacy city that once enjoyed rapid growth but is now characterized by falling population size and high poverty. The heart of the people-place dilemma in legacy cities is that efforts to help people in disinvested communities may enable them to move somewhere else, leaving behind poorer communities. We document longstanding trends that have drained STLAAN’s focus geography of people and resources, as well as more recent growth of an “eds and meds” economy that presents an opportunity to address decades of disinvestment and decline. We examine STLAAN’s efforts to invest in its focus geography and the people who live there, drawing lessons for anchor work, especially in legacy cities. Our research underscores the importance of data, social commitments, community engagement, and research.
{"title":"People-Place Dilemma: The Challenge for Anchor Networks in Legacy Cities","authors":"Todd Swanstrom, Ifeanyi Ukpabi, Elaina Johns-Wolfe","doi":"10.18060/27454","DOIUrl":"https://doi.org/10.18060/27454","url":null,"abstract":"Anchor movements rest on the premise that people- and place-based initiatives can be mutually reinforcing. The community development movement, however, has been haunted for years by the people-place dilemma – the idea that efforts to help people harm efforts to uplift places and vice versa. This article examines the people-place dilemma through a case study of the St. Louis Anchor Action Network (STLAAN), a collaboration of 16 anchor institutions. St. Louis is a classic legacy city that once enjoyed rapid growth but is now characterized by falling population size and high poverty. The heart of the people-place dilemma in legacy cities is that efforts to help people in disinvested communities may enable them to move somewhere else, leaving behind poorer communities. We document longstanding trends that have drained STLAAN’s focus geography of people and resources, as well as more recent growth of an “eds and meds” economy that presents an opportunity to address decades of disinvestment and decline. We examine STLAAN’s efforts to invest in its focus geography and the people who live there, drawing lessons for anchor work, especially in legacy cities. Our research underscores the importance of data, social commitments, community engagement, and research.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"58 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140425657","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}
Matthew S. Durington, Jennifer L. Britton, Katherine A. Feely
{"title":"Productive Tensions and Uncomfortable Conversations","authors":"Matthew S. Durington, Jennifer L. Britton, Katherine A. Feely","doi":"10.18060/28066","DOIUrl":"https://doi.org/10.18060/28066","url":null,"abstract":"","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"33 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140427374","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}
For decades, community-campus partnerships have helped transform traditional notions of research. Through approaches such as community-based participatory research (CBPR), decolonizing methodologies, and participatory action research (PAR), community and academic partners have expanded the confines of expertise, centering local, experiential, Indigenous, and professional knowledge in research (Fine & Torre, 2021; Minkler & Wallerstein, 2011; Stanton, 2014). Voices in our field have challenged narrow conceptualizations of who is a “researcher” (Blodgett et al., 2011; Ishimaru & Bang, 2022), redefined concepts like validity to account for the process and impact of research-in-action (Anderson & Herr, 1999; Torre et al., 2012), critiqued racist and colonial practices embedded in traditional research approaches (Chilisa, 2019; Darroch & Giles, 2014), and expanded what research products look like beyond the narrow confines of academic publishing (Chen et al., 2010).
{"title":"Navigating the Tensions of Community Engagement Evaluation through Culturally Responsive and Equity-Oriented Approaches","authors":"Paul Kuttner, Kunga Denzongpa, Alan Wells","doi":"10.18060/28044","DOIUrl":"https://doi.org/10.18060/28044","url":null,"abstract":"For decades, community-campus partnerships have helped transform traditional notions of research. Through approaches such as community-based participatory research (CBPR), decolonizing methodologies, and participatory action research (PAR), community and academic partners have expanded the confines of expertise, centering local, experiential, Indigenous, and professional knowledge in research (Fine & Torre, 2021; Minkler & Wallerstein, 2011; Stanton, 2014). Voices in our field have challenged narrow conceptualizations of who is a “researcher” (Blodgett et al., 2011; Ishimaru & Bang, 2022), redefined concepts like validity to account for the process and impact of research-in-action (Anderson & Herr, 1999; Torre et al., 2012), critiqued racist and colonial practices embedded in traditional research approaches (Chilisa, 2019; Darroch & Giles, 2014), and expanded what research products look like beyond the narrow confines of academic publishing (Chen et al., 2010).","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"9 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140424946","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}
Juan Salinas, Parwinder Grewal, Jose Gutierrez, Nicolas Pereyra, Dagoberto Ramirez, Elizabeth Salinas, Griselda Salinas, Virginia Santana, Can Saygin
Hispanic-Serving Institutions (HSIs) are often characterized as Hispanic enrolling (rather than serving) that practice deficit-based systems that continue to marginalize Hispanics and other underrepresented students, especially in STEM fields. Extant research on HSIs stresses the importance of investigations into the value of grassroots advocacy groups as external influencers of institutional servingness through deeper engagement with the Hispanic community. Using a novel Family-Centered Theory of Change (FCTC) that addresses diversity, equity, and inclusion, we integrated concepts of intersectionality and servingness into a Family Integrated Education Serving and Transforming Academia (FIESTA) framework. We investigated the potential transformational impact of FIESTA on students, families, faculty, and administrators at The University of Texas Rio Grande Valley (UTRGV), an institution with over 90 % Hispanic population. Preliminary findings shed light on how the FIESTA framework can help reshape an HSI’s identity from “Hispanic enrolling” to a true Hispanic-Serving Institution through Family-Centered Pedagogy. The Family-Centered Pedagogy was defined as the enrichment of the learning experience in which students complement their own instruction by drawing from the experience and ancestral knowledge of their families, supported by the FCTC developed by AVE Frontera, our community partner.
{"title":"Family-Centered Theory of Change","authors":"Juan Salinas, Parwinder Grewal, Jose Gutierrez, Nicolas Pereyra, Dagoberto Ramirez, Elizabeth Salinas, Griselda Salinas, Virginia Santana, Can Saygin","doi":"10.18060/27550","DOIUrl":"https://doi.org/10.18060/27550","url":null,"abstract":"Hispanic-Serving Institutions (HSIs) are often characterized as Hispanic enrolling (rather than serving) that practice deficit-based systems that continue to marginalize Hispanics and other underrepresented students, especially in STEM fields. Extant research on HSIs stresses the importance of investigations into the value of grassroots advocacy groups as external influencers of institutional servingness through deeper engagement with the Hispanic community. Using a novel Family-Centered Theory of Change (FCTC) that addresses diversity, equity, and inclusion, we integrated concepts of intersectionality and servingness into a Family Integrated Education Serving and Transforming Academia (FIESTA) framework. We investigated the potential transformational impact of FIESTA on students, families, faculty, and administrators at The University of Texas Rio Grande Valley (UTRGV), an institution with over 90 % Hispanic population. Preliminary findings shed light on how the FIESTA framework can help reshape an HSI’s identity from “Hispanic enrolling” to a true Hispanic-Serving Institution through Family-Centered Pedagogy. The Family-Centered Pedagogy was defined as the enrichment of the learning experience in which students complement their own instruction by drawing from the experience and ancestral knowledge of their families, supported by the FCTC developed by AVE Frontera, our community partner. ","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"11 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140426203","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}
Tami Moore, Lindsey P. Abernathy, Gregory C. Robinson, Marshan Marick, Michael Stout, Ph.D Matthew Durington, Jennifer L. Britton, Katherine A. Feely
Community and campus partners benefit from place-based community engagement to enact a commitment to racial equity and community-driven decision making. Racial equity is paramount in place-based community engagement. However, very little attention has been given to the ways whiteness in the ideological foundations of higher education shapes the work lives of professionals, faculty, and the collaborations they form to address community issues. Thus, the commitment to racial equity will be no more than words without the necessary work toward the #relationshipgoal of disrupting hegemonic whiteness as a shaping force in community-university interactions. The purpose of this case study is to foreground the paradoxes of whiteness-at-work in an informal place-based community engagement collaboration between the Center for Public Life at Oklahoma State University-Tulsa and members of the historic Greenwood community in Tulsa, Oklahoma. The case study design reflected participatory action research; data sources included semi- and unstructured interviews, field notes from participant observation, artifacts and documents, researcher journals and participant reflections. Reading this case with an eye to whiteness-at-work underscores the necessity of acknowledging the power of the university to determine the culture of the partnership and taking necessary steps to disrupt the practices which serve to devalue local communities and their ways of being, knowing, and doing to address the issues they prioritize. Doing the internal, interpersonal, and institutional work to disrupt hegemonic whiteness is the justice-in-the-doing in place-based community engagement that may garner the racial equity to which we aspire.
{"title":"Toward (Racial) Justice-in-the-Doing of Place-Based Community Engagement","authors":"Tami Moore, Lindsey P. Abernathy, Gregory C. Robinson, Marshan Marick, Michael Stout, Ph.D Matthew Durington, Jennifer L. Britton, Katherine A. Feely","doi":"10.18060/27561","DOIUrl":"https://doi.org/10.18060/27561","url":null,"abstract":"Community and campus partners benefit from place-based community engagement to enact a commitment to racial equity and community-driven decision making. Racial equity is paramount in place-based community engagement. However, very little attention has been given to the ways whiteness in the ideological foundations of higher education shapes the work lives of professionals, faculty, and the collaborations they form to address community issues. Thus, the commitment to racial equity will be no more than words without the necessary work toward the #relationshipgoal of disrupting hegemonic whiteness as a shaping force in community-university interactions. The purpose of this case study is to foreground the paradoxes of whiteness-at-work in an informal place-based community engagement collaboration between the Center for Public Life at Oklahoma State University-Tulsa and members of the historic Greenwood community in Tulsa, Oklahoma. The case study design reflected participatory action research; data sources included semi- and unstructured interviews, field notes from participant observation, artifacts and documents, researcher journals and participant reflections. Reading this case with an eye to whiteness-at-work underscores the necessity of acknowledging the power of the university to determine the culture of the partnership and taking necessary steps to disrupt the practices which serve to devalue local communities and their ways of being, knowing, and doing to address the issues they prioritize. Doing the internal, interpersonal, and institutional work to disrupt hegemonic whiteness is the justice-in-the-doing in place-based community engagement that may garner the racial equity to which we aspire.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"21 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140427693","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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