Gateways-International Journal of Community Research and Engagement最新文献

{"title":"Eternal Urban Youth? Waithood and Agency in Ethiopian and South African settlements","authors":"Margot Rubin, P. Meth, L. Tshuwa, S. Charlton, Eshetayehu Kinfu","doi":"10.5130/ijcre.v15i2.8314","DOIUrl":"https://doi.org/10.5130/ijcre.v15i2.8314","url":null,"abstract":"\u0000 \u0000 \u0000It is often reported that young people in Africa, the Middle East and North African regions are stuck in situations of ‘waithood’, unable to progress to full adulthood. Utilising a series of innovative research methodologies that included life history interviews, surveys, media training and qualitative interviews, the research project’s aim was the co-production of data, in order to delve into the housing and work nexus in two non-central locations in Ethiopia and South Africa. The variety of mixed methods that were used yielded a depth of engagement and allowed the researchers to deepen and nuance ideas of waithood and stuckness. The rich and varied data showed how young people move through moments of stuckness and moments of movement, and that some movement is possible even when faced with difficult and sometimes overwhelming structural challenges. It also demonstrated how co-produced research can assist young people in moving forward and countering the experience of stuckness and waithood. \u0000 \u0000 \u0000","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"2 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73139112","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":"‘Histórias do Kakwaku’, An experience of collective documentary film-making in the periphery of Luanda, Angola","authors":"Chloé Buire","doi":"10.5130/ijcre.v15i2.8208","DOIUrl":"https://doi.org/10.5130/ijcre.v15i2.8208","url":null,"abstract":"\u0000 \u0000 \u0000This article reflects on Histórias do Kakwaku, a documentary film about social activism in the urban margins of Luanda, produced as part of a partnership between myself, an academic working on urban citizenship, and an Angolan political youth organisation, Projecto AGIR. The article details the whole process of collective film-making and questions the impact of this method on the film-makers, both individually and collectively. From our initial brainstorming sessions to our final editing decisions on the computer, I show how we slowly drifted away from the initial political objectives dictated by the organisers of Projecto Agir and opened unexpected spaces for engagement that allowed us ‘to see together without claiming to be another’ (Haraway 1991). \u0000Following the chronological steps of collective film-making, we used practice as a point of departure from which to approach storytelling more broadly. Although I provide practical details about our logistics, our equipment and our working documents, this is not a one-size-fits-all recipe for collective documentary film-making. Rather, the focus is on what can be described as an exercise in intersubjective writing, neither entirely under control nor totally serendipitous. \u0000I argue that telling a story in images, words and sounds is a dynamic process, open to constant reinterpretation. Combining the unpredictability of collective writing with the somewhat narrow imperatives of audiovisual storytelling creates an opportunity to question participatory research beyond the binary of the researcher and the researched. \u0000 \u0000 \u0000 \u0000 ","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"54 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84741804","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":"Sparking entrepreneurial tendencies in youth: Lessons from sport and life skills education in three African cities","authors":"Dan McCole, Leapetswe Malete, Tshepang Tshube, Thuso Mphela, C. Maro, C. Adamba, Juliana Machuve, R. Ocansey","doi":"10.5130/ijcre.v15i2.8207","DOIUrl":"https://doi.org/10.5130/ijcre.v15i2.8207","url":null,"abstract":"\u0000 \u0000 \u0000This practice-based article describes a program that aims to instil an interest in entrepreneurship among African youth by helping them make a connection between the skills they have developed through their participation in sport and the skills required of successful entrepreneurs. The program was developed in partnership between scholars at four universities (University of Botswana, University of Dar es Salaam, University of Ghana and Michigan State University), as well as schools at other community organisations in three African cities: Gaborone, Botswana; Dar es Salaam, Tanzania; and Accra, Ghana. The program, which seeks to contribute to the well-established need for job creation in sub- Saharan Africa, integrated basic entrepreneurship and life-skills training activities into a sports camp for youth athletes. The program appears to have developed entrepreneurial tendencies among youth sport participants in these African cities, suggesting that job creation efforts could benefit from targeting youth sport participants and helping them to recognise the important skills they have developed through their participation in sport, and helping them to identify ways in which that skill development could positively impact their futures. \u0000 \u0000 \u0000","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"25 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89393161","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":"Youth visions in a changing climate: Emerging lessons from using immersive and arts-based methods for strengthening community-engaged research with urban youth","authors":"N. Sitas, O. Selomane, Ffion Atkins, CareCreative, DFeat once, Urban Khoi soldier, Mac1, Elona Hlongwane, Sandile Fanana, Theresa Wigley, Teresa Boulle","doi":"10.5130/ijcre.v15i2.8318","DOIUrl":"https://doi.org/10.5130/ijcre.v15i2.8318","url":null,"abstract":"\u0000 \u0000 \u0000Despite increasing efforts, youth perspectives remain largely excluded from decision- making processes concerning their future and the social-ecological challenges they are set to inherit. While youth are a critical and powerful force for social change, many youths in underserved communities have limited access to appropriate information on the root causes and consequences of environmental change, in addition to an array of other complex social injustices. To address this, we embarked on a participatory action research process which focused on democratising research, science and the arts by facilitating experiential, immersive learning opportunities with the intention of eventually co-producing artifacts (in the form of participatory murals) in public spaces to facilitate longer term engagement with human nature futures. This article outlines and shares reflections on our process and offers insights for future engagement activities that seek to mobilise youth imaginaries and agency. We found participants were better engaged when conversations were (1) facilitated by other participants; (2) were outdoors and centred on public art; and (3) were happening in parallel with a hands-on activity. This contrasted with asking interview-type questions, or asking participants to write down their answers, which felt more like a test than a conversation, minimising participation. Key learnings included: the need to co-develop knowledge around enhancing climate literacy that is based on local realities; that multiple capacities and hives of activity already exist in communities and need to be mobilised and not built; that creative visioning and futuring can help identify options for change; and that many youths are seeking creative, immersive and safe spaces for co-learning and connection. Initiatives that aim to engage diverse voices should therefore be well- resourced so as to carefully co-design processes that start by acknowledging contextual differences and capacities within those contexts, and co-create immersive dialogues, in order to move away from test-like engagements which perpetuate power imbalances and discourage participation. \u0000 \u0000 \u0000","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"23 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79949147","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":"South African urban youth responses to living in a world with COVID: Lessons from #Slam4urLife","authors":"Cara Mazetti, Sophie Schmidt, Mignon Hardie, Jacqueline Boulle, S. Parnell","doi":"10.5130/ijcre.v15i2.8204","DOIUrl":"https://doi.org/10.5130/ijcre.v15i2.8204","url":null,"abstract":"\u0000 \u0000 \u0000Using poetry, visual art, songs, raps and sketches submitted to #Slam4urLife, a social media competition encouraging young people in South Africa to respond creatively to the COVID-19 pandemic, this article outlines young urban people’s responses to the COVID-19 pandemic in South Africa through four narratives: shock, loss, survival and activism. Resting on practices of engaged scholarship, it draws on knowledge bases and collaborations in and beyond the academy to contribute grounded research on arts-based social media competitions as an effective method for encouraging and amplifying the youth voice. It does this by creating digital public spaces in which young people can practise civic engagement in contexts where this cannot be done in physical public spaces. In doing so, the article contributes to the literature on community-based research and youth in African cities from the perspective of South Africa. It also argues the importance of art-based social media competitions in creating digital public spaces in which the youth voice can be encouraged, legitimised and amplified in so far as these kinds of digital spaces allow for a kind of civic engagement not always seen by young people in the physical public spaces of African cities. \u0000 \u0000 \u0000","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"22 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79993957","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":"Youth activist paradoxes in the urban periphery of Lephalale: The struggle for employment and climate justice in a coal-rich region of South Africa","authors":"Thembi Luckett","doi":"10.5130/ijcre.v15i2.8215","DOIUrl":"https://doi.org/10.5130/ijcre.v15i2.8215","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000 \u0000 \u0000Southern Africa is understood to be a climate change hotspot, with youth and children most likely to be affected. The region has already suffered climate variability, with increased occurrence of floods and droughts, which are expected to escalate in the future. Despite the fact that young people in the region are central to ecological and social justice debates, they are often depicted as uninterested and excluded from policy and decision- making spaces – especially those living in global and urban peripheries. In this article, I speak to the nexus of youth, social and environmental justice, and climate politics. I do so by unpacking the everyday concerns and negotiations of youth activists in the urban periphery of Lephalale in Limpopo, South Africa – not typically seen as an urban centre or a site of youth politics. Lephalale is viewed as a future hub of power generation in South Africa, the rapid growth of the town being based on the expansion of coal extractivism. The complexities and paradoxes around how youth are navigating their futures in this site of mega coal projects are explored through two case studies: the Lephalale Unemployment Forum and the Waterberg Environmental Justice Forum. With climate and environmental catastrophe producing both shrinking futures and horizons of possibility, I argue that youth contestation and negotiation of their futures hold out possibilities, even with their contradictions, for collective reimagining of urban space and development. \u0000 \u0000 \u0000 \u0000Through the methodology I employed to explore these negotiations and contestations, I aimed to be cognisant of how research is embedded in context-specific power-laden social relations. While it was not explicitly collaborative research, what emerged from the process was the importance of slow, informal relationship-building before, during and after the research, which would be the basis for a collaborative research project years later. This way of conducting slow research is particularly necessary for engagement across racial, cultural and class divisions, as well as for research that traverses the boundary between academia and social movements in this time of crisis. \u0000 \u0000 \u0000 \u0000 \u0000 \u0000 \u0000 \u0000 \u0000","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"21 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76022183","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":"Pedagogy matters: A framework for critical community-engaged courses in higher education","authors":"Marilee Coles-Ritchie, Cathleen A. Power, Chelsea Farrell, M. Valerio","doi":"10.5130/ijcre.v15i1.8144","DOIUrl":"https://doi.org/10.5130/ijcre.v15i1.8144","url":null,"abstract":"\u0000 \u0000 \u0000This article describes specific pedagogical components of a community engagement project between students in a psychology course and youth at a juvenile justice centre (JJS). The purpose of the research was to illustrate how feminist and critical pedagogies can create reciprocal community engagement that provides a space for learning at both college and community sites. The researchers involved in this study included the professor of the Psychology of Women course, a senior college student who previously took the course, the JJS volunteer coordinator and an education professor. Together, they employed qualitative, single case study methodology in order to understand the complex social phenomena of this community-engaged course. The results demonstrate that lessons addressing social inequities are beneficial for youth in JJS and offer a way to alleviate the gap in gender-specific programming. They also create community and offer an empowerment lens. By explicitly focusing on the pedagogical choices of the partnership, this research contributes to an understanding of how critical community engagement can provide mutual benefits. \u0000 \u0000 \u0000","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"255 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73301945","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":"Online Capacity Building in Anatomy Knowledge for High School Biology Teachers: Community-University Partnerships in Indonesia During the COVID-19 Pandemic","authors":"E. Sarilita, H. G. Nugraha, Nani Murniati, R. Soames","doi":"10.5130/ijcre.v15i1.8043","DOIUrl":"https://doi.org/10.5130/ijcre.v15i1.8043","url":null,"abstract":"This anatomical program for high-school biology teachers, a university-driven capacity- building exercise, achieved its aims of: (1) determining the participants’ profiles; (2) increasing the anatomical knowledge of participants; and (3) evaluating the online program. The webinar program comprised 4 lectures, including discussion, preceded and followed by a test consisting of 19 anatomy questions. Of 867 high-school biology teachers who registered an interest, 222 completed the post-program test and feedback questionnaire; however, only 153 (111 females, 42 males) completed both pre-program and post-program tests and the feedback questionnaire. A significant (P<0.001) increase in the overall post-program scores (88.9%: male 89.5±16.52%; female 88.7±17.38%) compared to the pre-program test scores (56.3%: male 56.1±15.66%; female 56.5±16.82%) was observed, the increase being irrespective of age, level of education or teaching experience. The program attracted participants from throughout Indonesia rather than just those close to the university. There was an overall improvement in test scores, supporting the effectiveness and efficiency of the online anatomy program. More than 60% of participants stated that the program met their needs in terms of the level of anatomy knowledge, and that the topics were of interest, well presented and relevant to their teaching. This study may provide useful information for future community-university studies in this area.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"4 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84089042","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":"Editorial: Reimagining the global research table","authors":"Margaret Malone","doi":"10.5130/ijcre.v15i1.8224","DOIUrl":"https://doi.org/10.5130/ijcre.v15i1.8224","url":null,"abstract":"A recent update of Gateways’ website text prompted reflections by the Editorial Committee on what the journal has and hasn’t achieved and potential next steps. This Editorial is offered as a speculative musing on the metaphor of the ‘global research table’, which has helped frame our understanding of the contribution an academic journal may make to the field of community-based research. As with any metaphor, there is more than one interpretation, and the discussion highlights both the risks and imaginative potential of working towards institutional change, together.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83949311","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":"Appraising HEI-community Partnerships: Assessing Performance, Monitoring Progress, and Evaluating Impacts","authors":"R. Plummer, Samantha Witkowski, Amanda Smits, Gillian Dale","doi":"10.5130/ijcre.v15i1.8014","DOIUrl":"https://doi.org/10.5130/ijcre.v15i1.8014","url":null,"abstract":"Momentum of the creation of partnerships between higher education institutions (HEIs) and communities is strong. As their significance intensifies, the question of how to judge their value is garnering increasing attention. In this perspective article, we develop a framework for comprehensively appraising HEI-community partnerships. Constituent parts of the framework are unpacked, and application of the framework is then discussed. The appraisal framework provides a mechanism to document evidence of worth, and most importantly contributes to the continuous improvement and learning imperative of HEI-community partnerships.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83638647","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}