Thomas Trimble, Pat Baldwin, C. Lawson, Mansoor Mubeen
Abstract:This program profile describes an intergenerational workshop focused on the 1967 Detroit Rebellion. The workshop was nested within a 15-week community-based intermediate composition course in which undergraduates interviewed older adults while older adults wrote personal narratives of their firsthand experiences during the rebellion. The workshop is an example of how intergenerational collaboration built around inquiry into historical events can be the basis for authentic community-university relationships.
{"title":"The 1967 Project","authors":"Thomas Trimble, Pat Baldwin, C. Lawson, Mansoor Mubeen","doi":"10.25148/14.2.009043","DOIUrl":"https://doi.org/10.25148/14.2.009043","url":null,"abstract":"Abstract:This program profile describes an intergenerational workshop focused on the 1967 Detroit Rebellion. The workshop was nested within a 15-week community-based intermediate composition course in which undergraduates interviewed older adults while older adults wrote personal narratives of their firsthand experiences during the rebellion. The workshop is an example of how intergenerational collaboration built around inquiry into historical events can be the basis for authentic community-university relationships.","PeriodicalId":90474,"journal":{"name":"Community literacy journal","volume":"14 1","pages":"154 - 161"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69117116","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}
Abstract:This article highlights some of the successes the Humanities Out There (HOT) program at the University of California, Irvine had when partnering with progressive institutions, namely with the Chicano/Latino Studies program at the university and with the arts program in a local high school. The first program engaged students in exploring the history underlying their communities, and the second helped students to dramatize their life experiences before a local public using their home languages. Analyzing what enabled HOT's successes, I urge others sponsoring youth literacy to seek out, and make alliance with, progressive institutions within public education.
{"title":"Allies in Progress: The Public-School Institutions We've Ignored","authors":"Lance Langdon","doi":"10.25148/14.2.009039","DOIUrl":"https://doi.org/10.25148/14.2.009039","url":null,"abstract":"Abstract:This article highlights some of the successes the Humanities Out There (HOT) program at the University of California, Irvine had when partnering with progressive institutions, namely with the Chicano/Latino Studies program at the university and with the arts program in a local high school. The first program engaged students in exploring the history underlying their communities, and the second helped students to dramatize their life experiences before a local public using their home languages. Analyzing what enabled HOT's successes, I urge others sponsoring youth literacy to seek out, and make alliance with, progressive institutions within public education.","PeriodicalId":90474,"journal":{"name":"Community literacy journal","volume":"14 1","pages":"110 - 129"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43719091","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}
Abstract:As a graduate student in the humanities, I am often fearful that my labor is performed for the sake of performing labor. Exacerbated by academia's increasingly precarious landscape, this fear requires a hopeful antidote: a new pedagogy of and for the public. Constructed through empathic conversations between universities and communities, this new approach to public scholarship and teaching relies on the aims and practices of community literacy (e.g. sustainable models of multimodal learning, social justice, and community listening) in order to refocus the humanist's work – particularly the disjointed labors undertaken by graduate students – around the cultivation of publics and counterpublics. In turn, a pedagogy of and for the public also implements the digital frameworks and organizational tools of public humanities projects to enliven community literacy praxis. Graduate student conferences are one site where we could enact this jointly constructed approach. By rearticulating these conferences' capacity for professionalization, by expanding their audience, and by reimagining their form beyond the university context, I argue that we can establish sustainable programs aimed at expanding community literacies.
{"title":"Pedagogy of and for the Public: Imagining the Intersection of Public Humanities and Community Literacy","authors":"J. Burg","doi":"10.25148/14.2.009040","DOIUrl":"https://doi.org/10.25148/14.2.009040","url":null,"abstract":"Abstract:As a graduate student in the humanities, I am often fearful that my labor is performed for the sake of performing labor. Exacerbated by academia's increasingly precarious landscape, this fear requires a hopeful antidote: a new pedagogy of and for the public. Constructed through empathic conversations between universities and communities, this new approach to public scholarship and teaching relies on the aims and practices of community literacy (e.g. sustainable models of multimodal learning, social justice, and community listening) in order to refocus the humanist's work – particularly the disjointed labors undertaken by graduate students – around the cultivation of publics and counterpublics. In turn, a pedagogy of and for the public also implements the digital frameworks and organizational tools of public humanities projects to enliven community literacy praxis. Graduate student conferences are one site where we could enact this jointly constructed approach. By rearticulating these conferences' capacity for professionalization, by expanding their audience, and by reimagining their form beyond the university context, I argue that we can establish sustainable programs aimed at expanding community literacies.","PeriodicalId":90474,"journal":{"name":"Community literacy journal","volume":"14 1","pages":"130 - 137"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48715584","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}
Abstract:This essay examines writing partnerships in 2016 and 2017 that invited community nonprofit volunteers and employees into šǝqačib, which is a Seattle youth (middle school and high school) Native cultural literacy classroom community. As a white settler employed by the nonprofit during the events described, I emphasize the wisdom of šǝqačib students who reflect on the collaboration. Drawing on Rachel Jackson's work on community listening, I find that šǝqačib students demonstrate the importance of cultivating listening practices when community literacy practitioners enter identity-safe scholarly communities such as šǝqačib. I urge academic and literacy supporters in similar contexts to center Native and Native youth voices in their own terms.
{"title":"Listening with šǝqačib: Writing Support and Community Listening","authors":"Joe Concannon, Boo Foster","doi":"10.25148/14.2.009038","DOIUrl":"https://doi.org/10.25148/14.2.009038","url":null,"abstract":"Abstract:This essay examines writing partnerships in 2016 and 2017 that invited community nonprofit volunteers and employees into šǝqačib, which is a Seattle youth (middle school and high school) Native cultural literacy classroom community. As a white settler employed by the nonprofit during the events described, I emphasize the wisdom of šǝqačib students who reflect on the collaboration. Drawing on Rachel Jackson's work on community listening, I find that šǝqačib students demonstrate the importance of cultivating listening practices when community literacy practitioners enter identity-safe scholarly communities such as šǝqačib. I urge academic and literacy supporters in similar contexts to center Native and Native youth voices in their own terms.","PeriodicalId":90474,"journal":{"name":"Community literacy journal","volume":"14 1","pages":"109 - 93"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48413566","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}
Abstract:This article centers disability justice, an ongoing and unfolding project of LGBTQA disabled BIPOC, to help understand and challenge the work of community literacy studies. By putting community literacy studies in conversation with disability justice through three themes—"Nothing About Us Without Us," "Access is Love," and "Solidarity Not Charity"—this essay moves to unpack how community literacy can resist not only ableism but also the interlocking systems of oppression which support it.
{"title":"\"We Move Together:\" Reckoning with Disability Justice in Community Literacy Studies","authors":"Adam Hubrig","doi":"10.25148/14.2.009042","DOIUrl":"https://doi.org/10.25148/14.2.009042","url":null,"abstract":"Abstract:This article centers disability justice, an ongoing and unfolding project of LGBTQA disabled BIPOC, to help understand and challenge the work of community literacy studies. By putting community literacy studies in conversation with disability justice through three themes—\"Nothing About Us Without Us,\" \"Access is Love,\" and \"Solidarity Not Charity\"—this essay moves to unpack how community literacy can resist not only ableism but also the interlocking systems of oppression which support it.","PeriodicalId":90474,"journal":{"name":"Community literacy journal","volume":"14 1","pages":"144 - 153"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42212254","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}
Pub Date : 2020-03-01DOI: 10.1353/clj.2020.a772118
Michelle Angela Ortiz
{"title":"Amplifying Community Voices through Public Art","authors":"Michelle Angela Ortiz","doi":"10.1353/clj.2020.a772118","DOIUrl":"https://doi.org/10.1353/clj.2020.a772118","url":null,"abstract":"","PeriodicalId":90474,"journal":{"name":"Community literacy journal","volume":"14 1","pages":"25 - 37"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48237812","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}
Abstract:Frames—defined as mental structures built through language and symbols that categorize our thoughts and experiences—have a significant impact on partnerships, shaping how participants understand the nature of the collaboration. While scholars have explored how teachers might frame engagement partnerships for university students and administrators, the field has yet to deeply draw on framing theory to examine community partner frames. This article argues that framing theory can shed light on how intentional frames might foster healthier partnerships for community members, offering a robust tour of framing theory and illustrating its impact through an analysis of how one community leader frames a high school-college writing partnership for local youth—ultimately suggesting that community partners may have much to teach the field of community writing about how to use frames rhetorically in engagement contexts.
{"title":"\"What Is It That's Going on Here?\": Community Partner Frames for Engagement","authors":"R. W. Shah","doi":"10.25148/14.2.009037","DOIUrl":"https://doi.org/10.25148/14.2.009037","url":null,"abstract":"Abstract:Frames—defined as mental structures built through language and symbols that categorize our thoughts and experiences—have a significant impact on partnerships, shaping how participants understand the nature of the collaboration. While scholars have explored how teachers might frame engagement partnerships for university students and administrators, the field has yet to deeply draw on framing theory to examine community partner frames. This article argues that framing theory can shed light on how intentional frames might foster healthier partnerships for community members, offering a robust tour of framing theory and illustrating its impact through an analysis of how one community leader frames a high school-college writing partnership for local youth—ultimately suggesting that community partners may have much to teach the field of community writing about how to use frames rhetorically in engagement contexts.","PeriodicalId":90474,"journal":{"name":"Community literacy journal","volume":"14 1","pages":"72 - 92"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43582520","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}
Abstract:This paper considers the practical and theoretical methodologies of the community literacy project, "The Recipe of Me," conducted with homeless youth in Orlando, Florida. In this project, youth created personal, mediatized narratives in a storytelling residency aimed at examining the role of digital storytelling in fostering confidence, autonomy, and literacy awareness. The project allowed the youth to create narratives as artists, encouraging not only the creation of a work of art but also the formulation of an artistic voice.
{"title":"Food for Thought: Constructing Multimodal Identities through Recipe-Creation with Homeless Youth","authors":"Amanda Hill","doi":"10.25148/14.2.009044","DOIUrl":"https://doi.org/10.25148/14.2.009044","url":null,"abstract":"Abstract:This paper considers the practical and theoretical methodologies of the community literacy project, \"The Recipe of Me,\" conducted with homeless youth in Orlando, Florida. In this project, youth created personal, mediatized narratives in a storytelling residency aimed at examining the role of digital storytelling in fostering confidence, autonomy, and literacy awareness. The project allowed the youth to create narratives as artists, encouraging not only the creation of a work of art but also the formulation of an artistic voice.","PeriodicalId":90474,"journal":{"name":"Community literacy journal","volume":"14 1","pages":"162 - 170"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45790474","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}
Abstract:Relying upon the work of a nonprofit, Food Security for America, this snapshot report explores how internships with undergraduate and graduate students offer opportunities to establish trust and understanding between university partners and community partners, particularly at the start of a relationship or project. The goal of this piece is to provide a framework for reciprocity, as well as exploration of projects for practitioners and stakeholders initiating relationships or interested in ways to incrementally expand existing partnerships with organizations and communities addressing critical food and environmental justice issues. It places the voices of graduate and undergraduate interns and leaders within a national nonprofit in conversation to better understand issues of activism and social justice that can be served through community writing and research initiatives connecting students and nonprofits. Approaches to assessing specific projects and participant engagement set forth a model for measuring the value and impact of internships in community-engaged work.
摘要:本报告以非营利组织“美国食品安全”(Food Security for America)的工作为基础，探讨了本科生和研究生的实习如何为大学合作伙伴和社区合作伙伴之间建立信任和理解提供机会，特别是在关系或项目开始时。这篇文章的目标是为互惠提供一个框架，并为从业者和利益相关者提供项目探索，这些利益相关者发起了关系，或者对如何逐步扩大与组织和社区的现有伙伴关系感兴趣，以解决关键的粮食和环境正义问题。它将研究生和本科生实习生以及国家非营利组织领导人的声音置于对话中，以更好地理解可以通过将学生和非营利组织联系起来的社区写作和研究计划来服务的行动主义和社会正义问题。评估具体项目和参与者参与度的方法为衡量社区参与工作中实习的价值和影响提供了一个模型。
{"title":"Pathways to Partnerships: Building Sustainable Relationships Through University-Supported Internships","authors":"Lara Smith-Sitton","doi":"10.1353/clj.2019.0029","DOIUrl":"https://doi.org/10.1353/clj.2019.0029","url":null,"abstract":"Abstract:Relying upon the work of a nonprofit, Food Security for America, this snapshot report explores how internships with undergraduate and graduate students offer opportunities to establish trust and understanding between university partners and community partners, particularly at the start of a relationship or project. The goal of this piece is to provide a framework for reciprocity, as well as exploration of projects for practitioners and stakeholders initiating relationships or interested in ways to incrementally expand existing partnerships with organizations and communities addressing critical food and environmental justice issues. It places the voices of graduate and undergraduate interns and leaders within a national nonprofit in conversation to better understand issues of activism and social justice that can be served through community writing and research initiatives connecting students and nonprofits. Approaches to assessing specific projects and participant engagement set forth a model for measuring the value and impact of internships in community-engaged work.","PeriodicalId":90474,"journal":{"name":"Community literacy journal","volume":"14 1","pages":"73 - 82"},"PeriodicalIF":0.0,"publicationDate":"2019-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/clj.2019.0029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45721066","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":"Reciprocity in Community-Engaged Food and Environmental Justice Scholarship","authors":"Dawn S. Opel, D. Sackey","doi":"10.1353/clj.2019.0027","DOIUrl":"https://doi.org/10.1353/clj.2019.0027","url":null,"abstract":"","PeriodicalId":90474,"journal":{"name":"Community literacy journal","volume":"14 1","pages":"1 - 6"},"PeriodicalIF":0.0,"publicationDate":"2019-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/clj.2019.0027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48721750","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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