{"title":"Asset-based community development in an online context: Crafting collective experience into an asset of expertise","authors":"Samantha Close, Chiarra Lohr","doi":"10.5130/ijcre.v16i2.8684","DOIUrl":"https://doi.org/10.5130/ijcre.v16i2.8684","url":null,"abstract":"This article analyses a case study for which an asset-based community development (ABCD) orientation was used to conduct community-based research (CBR). The community in question is, unusually, a digital community comprised of people who sell handmade crafts and vintage goods through digital marketplace platforms. This project, headed by a team of one academic and one community organiser, demonstrates a process by which CBR can be initiated by a community itself in order to effect change in the structural inequalities with which they are faced. To do so, we argue that community members’ expertise is a key asset, both individually and when collectivised through the research process. Involving community members in research on this basis helps change the way they look at themselves and their situation, and strengthens the bonds of this virtual community.","PeriodicalId":504616,"journal":{"name":"Gateways: International Journal of Community Research and Engagement","volume":"443 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139179158","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}
Sharon Watson, Stephanie Potochnick, Andrew Case, Jaylan Cole, Clysha Whitlow, Jennifer Langhinrichsen-Rohling, Victoria Scott, William McDonald, Tiffany Capers, Hannah Beavers, Ryan Kilmer
{"title":"‘Can you put down your mission and plug into mine?’ How place-based initiatives leverage collaborations with academic institutions to enhance their ABCD and CBR potential","authors":"Sharon Watson, Stephanie Potochnick, Andrew Case, Jaylan Cole, Clysha Whitlow, Jennifer Langhinrichsen-Rohling, Victoria Scott, William McDonald, Tiffany Capers, Hannah Beavers, Ryan Kilmer","doi":"10.5130/ijcre.v16i2.8671","DOIUrl":"https://doi.org/10.5130/ijcre.v16i2.8671","url":null,"abstract":"Place-Based Initiatives (PBIs) involve efforts to mobilise and coordinate local resources, services and expertise across multiple organisations and sectors in order to strengthen the social, structural, physical and economic conditions of historically disinvested neighbourhoods. While promising, these initiatives have had some documented challenges, and some are leveraging partnerships with academic institutions to address those challenges. In this article, we explore perspectives of leaders and staff from three PBI organisations in Charlotte, NC to better understand the benefits of PBI-academic partnerships and the conditions under which they are most effective. Thematic analysis of 23 semi-structured interviews revealed that PBIs leverage partnerships with academic institutions to accomplish two key goals. First, these partnerships stimulate asset- based community development (ABCD) by connecting community organisations and neighbourhood residents with academic resources and by strengthening PBI service delivery. Second, some partnerships give rise to community-based research efforts that help address external accountability challenges and inform PBI programming. The findings also illuminated several pitfalls in academic-PBI partnerships, sometimes rooted in conflicting priorities and approaches of academic researchers and non-profit practitioners. Finally, insights delineate key recommendations for improving PBI-academic collaborations, including countering academic exploitation by plugging into PBIs’ mission and respecting PBI expertise.","PeriodicalId":504616,"journal":{"name":"Gateways: International Journal of Community Research and Engagement","volume":"408 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139179750","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":"Inciting Change Makers in an Online Community Engaged Learning Environment During Pandemic Restrictions: Lessons from a Disability Studies and Community Rehabilitation Program","authors":"Meaghan Edwards, Joanna Rankin","doi":"10.5130/ijcre.v16i1.8695","DOIUrl":"https://doi.org/10.5130/ijcre.v16i1.8695","url":null,"abstract":"This practice-based article presents strategies employed in the shifting of the Community Engaged Learning (CEL) components of an undergraduate program in community rehabilitation and disability studies (CRDS) to an online modality during the 2020-2021 Covid-19 restrictions. The CRDS program, based in Calgary, Canada places high importance on CEL with a focus on critical engagement, mentorship, and community action for social justice. The Inciting Change Makers (ICM) framework, which we present here, is foundational to our teaching and learning in this field. During the pandemic restrictions, we found the framework not only supported us to engage learners in our focus areas for inciting change, but also provided the opportunity to consider ways that the online learning environment enhanced the CEL practica experience. Using vignettes, we demonstrate the successful use of the ICM framework in an online CEL context to develop a more authentic, engaged and inclusive community of learners. Three vignettes illustrate specific approaches used to carry out meaningful, impactful CEL opportunities in a mandated online environment. Lessons from these strategies may assist similar programs in adapting their own Community Engaged Learning programs in an increasingly online world.","PeriodicalId":504616,"journal":{"name":"Gateways: International Journal of Community Research and Engagement","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139297401","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}