Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning最新文献_第10页

Confronting Sexual Violence Through Dance and Theatre Pedagogy 通过舞蹈和戏剧教学法对抗性暴力

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2019-06-01 DOI: 10.15402/ESJ.V5I2.68349

D. Rajan, Roshanak Jaberi, Shahrzad Mojab

引用次数: 0

Confronting Gentrification: Can Creative Interventions Help People Keep More than Just Their Homes? 面对中产阶级化:创造性的干预措施能帮助人们保住更多的房子吗?

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2019-06-01 DOI: 10.15402/ESJ.V5I2.68338

Amie Thurber, Janine Christiano

{"title":"Confronting Gentrification: Can Creative Interventions Help People Keep More than Just Their Homes?","authors":"Amie Thurber, Janine Christiano","doi":"10.15402/ESJ.V5I2.68338","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68338","url":null,"abstract":"Gentrification is changing the landscape of many American cities. As land values rise, people may lose their homes, neighbors, and sites of significance, along with their sense of place, community, and history. There is a critical need to build and preserve affordable housing, yet housing alone will not address the more than material losses. What role can the arts play in sustaining place attachments, restoring relationships, and building place knowledge in gentrifying neighborhoods? This paper explores this question through a systematic review of current research. We identify four prominent alternative interventions in gentrifying neighborhoods—creative placemaking, public pedagogy, community organizing, and public science—and explicate strengths and limitations of each approach. We find the strongest interventions bridge approaches—engaging artists as/and researchers, educators, and community leaders—and mobilize residents as participants in knowledge/cultural production. We note that initiatives that provide short-term benefit may simultaneously make the neighborhood more desirable—and thus more vulnerable to gentrification—in the longer-term. Finally, given the dearth of research in this area, we conclude with recommendations for future research that attends to issues of equity, process as well as outcome, and longitudinal effects of more than material interventions in gentrifying neighborhoods.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"63 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":"134121817","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}

引用次数: 6

Uncommitted Crimes: The Defiance of the Artistic Imagi/nation by Tara Atluri. 《未犯的罪:对艺术意象/民族的蔑视》塔拉·阿特鲁著。

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2019-06-01 DOI: 10.15402/ESJ.V5I2.68352

Nikki Bade

引用次数: 0

Reading Experience as Communitist Practice: Indigenous Literatures and Community Service-Learning 作为共产主义实践的阅读体验:本土文献与社区服务学习

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2019-06-01 DOI: 10.15402/ESJ.V5I2.68346

J. McDougall, Nancy Van Styvendale

{"title":"Reading Experience as Communitist Practice: Indigenous Literatures and Community Service-Learning","authors":"J. McDougall, Nancy Van Styvendale","doi":"10.15402/ESJ.V5I2.68346","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68346","url":null,"abstract":"Our paper analyzes a community service-learning class on Indigenous literatures from the perspectives of graduate student and instructor. Enacting Jace Weaver’s theory of communitism (a portmanteau of “community” and “activism”), the class asks students to read Indigenous texts through the lens of their experiences at communitybased organizations in Saskatoon, Saskatchewan, and to consider how these readings shape their interactions with and responsibilities to Indigenous communities. First, the instructor discusses the complexities of community service-learning as an engaged approach to literary study in a settler colonial context. Informed by Tomson Highway’s novel Kiss of the Fur Queen, the second author then analyzes their1 contributions to the social justice club at Oskāyak High School, highlighting Oskāyak’s unique academic culture, where music and Indigenous language learning are incorporated into the fabric of everyday life. Ultimately, we argue that a communitist approach to Indigenous literary scholarship creates or furthers relationships with/in and responsibility to Indigenous communities, while encouraging an integrative approach to literary study through critical embodiment.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"15 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":"121284552","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}

引用次数: 0

Drawing Gender Equality: A Participatory Action Research Project with Educators in Northern Uganda 促进性别平等:乌干达北部教育工作者参与行动研究项目

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2019-06-01 DOI: 10.15402/ESJ.V5I2.68340

Shelley Jones

{"title":"Drawing Gender Equality: A Participatory Action Research Project with Educators in Northern Uganda","authors":"Shelley Jones","doi":"10.15402/ESJ.V5I2.68340","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68340","url":null,"abstract":"This paper reports upon an arts-based participatory action research project conducted with a cohort of 30 teachers in rural Northwest Uganda during a one-week professional development course. Multimodality (Kress & Jewitt, 2003; Kress & van Leeuwen, 2001) was employed as a “domain of inquiry” (Kress, 2011) for social semiotics (meaning-making within a social context) within which the participants both represented gender inequality as well as imagined gender equality. Multimodality recognizes the vast communicative potential of the human body and values multiple materials resources (such as images, sounds, and gestures) as “organized sets of semiotic resources for meaningmaking” (Jewitt, 2008, p. 246). Providing individuals with communicative modes other than just spoken and written language offers opportunities to include voices that are often not heard in formal contexts dominated by particular kinds of language, as well as opportunities to consider topics of inquiry from different perspectives and imagine alternative futures (Kendrick & Jones, 2008). Findings from this study show how a multimodal approach to communication, using drawing in addition to spoken and written language, established a democratic space of communication. The sharing and building of knowledge between the participants (educators in local contexts) and facilitator (university instructor/researcher) reflected a foundational tenet of engaged scholarship which requires “…not only communication to public audiences, but also collaboration with communities in the production of knowledge” (Barker, 2004, p. 126).","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"9 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":"131926056","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}

引用次数: 2

Working the Margins of Community-Based Adult Learning: The Power of Arts-Making in Finding Voice and Creating Conditions for Seeing/Listening by S. Butterwick and C. Roy 在以社区为基础的成人学习的边缘工作:艺术创作在寻找声音和创造看/听条件方面的力量，S. Butterwick和C. Roy

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2019-06-01 DOI: 10.15402/ESJ.V5I2.68354

Cortney Baldwin

引用次数: 1

Grassroots Leadership and the Arts for Social Change by S.J. Erenrich and J.F. Wergin (Eds.). 草根领导和社会变革的艺术S.J. errich和J.F. Wergin(编)。

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2019-06-01 DOI: 10.15402/ESJ.V5I2.68355

Vanessa Daether

引用次数: 0

Audience Engagement in Theatre for Social Change 社会变革戏剧中的观众参与

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2019-06-01 DOI: 10.15402/ESJ.V5I2.68351

Jessica Litwak

{"title":"Audience Engagement in Theatre for Social Change","authors":"Jessica Litwak","doi":"10.15402/ESJ.V5I2.68351","DOIUrl":"https://doi.org/10.15402/ESJ.V5I2.68351","url":null,"abstract":"This report from the field describes some of the author’s methods of audience engagement as a means of social engagement, discussing the implications for practice. The report invites dialogue with the reader about the usefulness of audience engagement and ways it can be manifested before, during and after performance. Theatre is a vibrant and valuable tool for sparking dialogue and inspiring action around challenging social topics. Audiences who are engaged in the process of the performance beyond the standard role of passive spectator are more likely to be motivated to deliverable endeavors post performance. This report from the field offers four brief case studies as examples of audience engagement and includes pragmatic techniques for using theatre as a vehicle for personal and social change through audience engagement. It explores how artists can galvanize and empower audiences by creating experiential communities pre, during, and post-show. Drawing upon examples from high-quality international theatre projects written and directed by the author, the essay investigates and describes the work of The H.E.A.T. Collective including My Heart is in the East (U.S., U.K. and Europe), The FEAR Project (produced in the US, India and Czech Republic), Emma Goldman Day (U.S.).","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"57 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":"132561559","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}

引用次数: 0

Integrating Delphi Consensus Consultation and Community- Based Participatory Research 德尔菲共识咨询与社区参与性研究的整合

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2019-02-19 DOI: 10.15402/esj.v5i1.67847

M. Suto, Sara Lapsley, A. Balram, S. Barnes, Sharon H. J. Hou, Dragos C. Ragazan, J. Austin, Mike W Scott, L. Berk, E. Michalak

引用次数: 2

Identifying Barriers faced by Ottawa Somali Youth in Accessing Post-secondary and Vocational Opportunities: An Example of Community-Based Participatory Research 确定渥太华索马里青年在获得高等教育和职业机会方面面临的障碍:以社区为基础的参与性研究的一个例子

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2019-02-19 DOI: 10.15402/ESJ.V5I1.67846

Adje van de Sande, Tara McWhinney, Katherine Occhiuto, J. Colpitts, Ismail Hagi-Aden, A. Hussein, Zoey Feder

{"title":"Identifying Barriers faced by Ottawa Somali Youth in Accessing Post-secondary and Vocational Opportunities: An Example of Community-Based Participatory Research","authors":"Adje van de Sande, Tara McWhinney, Katherine Occhiuto, J. Colpitts, Ismail Hagi-Aden, A. Hussein, Zoey Feder","doi":"10.15402/ESJ.V5I1.67846","DOIUrl":"https://doi.org/10.15402/ESJ.V5I1.67846","url":null,"abstract":" In 2016, with funding from the Ontario Trillium Foundation’s Seed Grant program, the Somali Centre for Family Services of Ottawa (SCFS) invited the Centre for Studies on Poverty and Social Citizenship (CSPSC) at Carleton University to carry out a needs assessment focusing on the barriers faced by Somali youth in accessing post-secondary education and employment training opportunities. The main objective of the needs assessment was to address social and economic exclusion locally by inviting Somali youth (ages 19-30) from the Ottawa area to participate in focus groups to discuss the barriers they have faced in accessing post-secondary education and employment training programs, and to invite their views on the supports needed to address these barriers. The CSPSC and the SCFS agreed that the research would involve a participatory action research approach where members of the Somali and Muslim Community would participate on an advisory committee, and where youth from the Somali Community would be directly involved in all phases of the research. Five themes were identified during the analysis: Barriers to accessing post-secondary education; Barriers to accessing job placements and training programs; Barriers to securing employment; A need for a Somali-focused employment resource centre; A need for Somali youth mentors. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121325599","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}

引用次数: 0