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

{"title":"Helping Homeless Youth: Epistemological Implications of Power in a YPAR Project","authors":"Eric J. DeMeulenaere","doi":"10.5130/ijcre.v14i2.7773","DOIUrl":"https://doi.org/10.5130/ijcre.v14i2.7773","url":null,"abstract":"\u0000 \u0000 \u0000Text from Nasma: 'I’ve started moving my things out of the house. I’m putting it in your office for now.' Thus began the story of how one of the youth I had worked with for four years on various YPAR projects became homeless and turned to me for help. Entering this crisis with Nasma took time and an emotional toll, and it affected the power dynamics of our relationship when finishing our YPAR project. Youth Participatory Action Research (YPAR) works to rebalance power in inequitable relationships based on roles, age, race, gender, etc. Providing care to Nasma as she confronted the traumatic situation of homelessness affected our collaborative relationship as she became dependent on me for basic economic resources. Through this process, the inequities in age and material resources between Nasma and me were centred, displacing the more equitable interactions that we had constructed through YPAR projects. This article employs critical autoethnography to examine the epistemological ‘risks of care’ and argues that the calls for ‘care-full’ scholarship still need to contend with the pitfalls of differential power dynamics in YPAR. \u0000 \u0000 \u0000","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"176 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75713984","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":"Where’s the Love? Recentering Indigenous and Feminist Ethics of Care for Engaged Climate Research","authors":"J. Haverkamp","doi":"10.5130/ijcre.v14i2.7782","DOIUrl":"https://doi.org/10.5130/ijcre.v14i2.7782","url":null,"abstract":"\u0000 \u0000 \u0000Across a range of environmental change and crisis-driven research fields, including conservation, climate change and sustainability studies, the rhetoric of participatory and engaged research has become somewhat of a normative and mainstream mantra. Aligning with cautionary tales of participatory approaches, this article suggests that, all too often, ‘engaged’ research is taken up uncritically and without care, often by pragmatist, post-positivist and neoliberal action-oriented researchers, for whom the radical and relational practice of PAR is paradigmatically (ontologically, epistemologically and/or axiologically) incommensurable. Resisting depoliticised and rationalist interpretations of participatory methodologies, I strive in this article to hold space for the political, relational and ethical dimensions of collaboration and engagement. \u0000Drawing on four years of collaborative ethnographic climate research in the Peruvian Andes with campesinos of Quilcayhuanca, I argue that resituating Participatory Action Research (PAR) within a feminist and indigenous ethics of care more fully aligns with the radical participatory praxis for culturally appropriate transformation and the liberation of oppressed groups. Thus, I do not abandon the participatory methodology altogether, rather this article provides a hopeful reworking of the participatory methodology and, specifically, participatory and community-based adaptation (CBA) practices, in terms of a feminist and indigenous praxis of love-care-response. In so doing, I strive to reclaim the more radical feminist and Indigenous elements – the affective, relational and political origins of collaborative knowledge production – and rethink research in the rupture of climate crises, relationally. The ethico-political frictions and tensions inherent in engaged climate scholarship are drawn into sharp relief, and deep reflection on the responsibility researchers take on when asking questions in spaces and times of ecological loss, trauma and grief is offered. \u0000 \u0000 \u0000","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88576909","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":"Considering Power in Community-Based Research: Shifting Toward New Pedagogical Approaches with a 'Public Work for Public Things' Framework","authors":"Susan Haarman, Patrick M. Green","doi":"10.5130/ijcre.v14i2.7754","DOIUrl":"https://doi.org/10.5130/ijcre.v14i2.7754","url":null,"abstract":"One of the fundamental questions of power in the pedagogy of community-based research (CBR) is who gets to decide what is research worthy and what is the focus of CBR questions? The reality of the power imbalance in community-based research and learning is often reflective of a systemic disengagement with the broader community. Even when instructors and administrators are intentional in how they solicit feedback or think through the impact of their work, they may not know the neighbourhood. Prioritising the voice of community partners does not provide a simple solution, as the individuals we work with to organise community-based learning opportunities may not be residents of the neighbourhood. \u0000This article adopts a theory-building approach to this crucial question. Building on the work of Boyte (2014) and Honig (2017), community-based research is reoriented as ‘public work for public things’ (Haarman 2020). After establishing the ‘public work for public things’ framework, the article explores how this new framework impacts collaborative research by addressing the power differential and creating new lines of inquiry – specifically the practice of ‘elicitation of concerns’. Through the lens of critical service-learning pedagogy (Mitchell 2008) and a practitioner-scholar framework (Lytle 2008; Ravitch 2013; Salipante & Aram 2003), we then interrogate two community-based research courses we have recently taught, examining how a ‘public work for public things’ approach would have altered the course and its methods.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"7 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74460297","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":"Trauma informed participatory research: Reflections on co-producing a research proposal","authors":"S. Lonbay, Amy Pearson, Emma Hamilton, P. Higgins, Emma Foulkes, Michelle Glascott","doi":"10.5130/IJCRE.V14I1.7728","DOIUrl":"https://doi.org/10.5130/IJCRE.V14I1.7728","url":null,"abstract":"This article discusses the development of a co-produced research proposal. The authors reflect on the process of this work and some of the challenges that were experienced by a team who had a mix of lived, clinical and academic experience of the research topic. We highlight the need to embed trauma informed principles into co-produced research and the ways in which doing so can support the development of co-produced work. As such, the article focuses on how we established safety, choice, collaboration, trustworthiness and empowerment during the process of developing the proposal. Within this we offer our reflection on some of the challenges we experienced and our learning from undertaking this work.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"87 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88957089","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":"Undergraduate students’ perceptions of community engagement: A snapshot of a public research university in Canada","authors":"S. Haque, Taylor Krawec, Jean Chu, Tammy Wong, M. Chowdhury, Turin Tanvir Chowdhury","doi":"10.5130/IJCRE.V14I1.7665","DOIUrl":"https://doi.org/10.5130/IJCRE.V14I1.7665","url":null,"abstract":"Students who participate in regular community engagement (CE) often experience benefits in different areas of their lives. Many academic institutions have implemented action plans to increase CE within the student population. At the University of Calgary, Canada, this is done primarily through its broader Eyes High strategy. As there remains a gap in the literature about students’ perceptions of CE and their awareness of university CE strategies, this study aims to identify undergraduate students’ awareness of the Eyes High strategy, attitudes towards and levels of engagement, and challenges and potential methods to increase CE participation. Data was collected through a voluntary online survey (n=528). Participants were recruited through posters, social media, online faculty platforms and by faculty members. Survey results indicated students lacked knowledge regarding the Eyes High strategy. It was noted that students’ knowledge, attitudes and practices of CE increased as they spent more time at the university. The top perceived challenges to CE were lack of time, accessible information, support and incentives. To increase accessibility and student participation, we suggest introducing the Eyes High DECLARATION OF CONFLICTING INTEREST The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. FUNDING The author(s) received no financial support for the research, authorship, and/or publication of this article. 1 strategy and CE activities early to the undergraduate population through workshops, credit-based courses and/or professional development requirements. Our data suggests that students are not well informed about the Eyes High strategy. There is thus a need for the university to build a campus-wide, student-informed initiative to proactively engage students. This research will serve as a gateway to further explore communicative methods that might better convey university priorities to students.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"43 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84937681","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":"Prioritizing partnership: Critical steps towards relationship development for sustaining community-university partnerships","authors":"Stephanie J Baker, Ann Meletzke","doi":"10.5130/IJCRE.V14I1.7595","DOIUrl":"https://doi.org/10.5130/IJCRE.V14I1.7595","url":null,"abstract":"The increase in undergraduate programs in public health within liberal arts institutions in the United States creates an opportunity for community-engaged research with local public health organisations. This type of engagement is one way to connect community members, agency representatives, students, staff, and faculty around social justice organizing efforts that impact entire communities. Authentic relationships and partnerships can reduce real barriers to building bases of support for intervention development, local advocacy efforts, and policy change, to achieve a more just and equitable society. \u0000This practice-based article describes key steps to partnership development between a private, engaged-teaching liberal arts institution and a local public health nonprofit located in central North Carolina. The partnership was formed to use community-based participatory research (CBPR) approaches to address health equity. To create an authentic CBPR partnership, an intentional partnership development process took place with key steps that were integral to the formation. Structured learning experiences and mentorship provided by previously established CBPR partnerships were critical to partnership development. Shared capacity building experiences, consistent meetings and goal setting facilitated progress. This partnership has lasted since 2015 and continues to grow. Partnership development is an important foundational activity for CBPR and is feasible for local community organizations and undergraduate public health studies departments outside of Schools of Public Health.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"18 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89670004","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":"Community social network pattern analysis: Development of a novel methodology using a complex, multi-level health intervention","authors":"Jean Butel, Kathryn L Braun, James D. Davis, A. Bersamin, Travis Fleming, Patricia Coleman, Rachael Taitano Leon Guerrero, R. Novotny","doi":"10.5130/IJCRE.V14I1.7485","DOIUrl":"https://doi.org/10.5130/IJCRE.V14I1.7485","url":null,"abstract":"Community social networks (CSN) include individuals and groups, and those with strong partnerships and relationships are well situated for implementing community-based interventions. However, information on the nature of CSN relationships required for multilevel community-based interventions is not present in the literature. Using data from the multi-level Children’s Healthy Living (CHL) trial to reduce child obesity in nine Pacific communities, this study aimed to develop a methodology based on Social Network Analysis (SNA) to understand how CSN evolved over the course of a two-year trial, as well as the characteristics of CSN most successful in impacting indicators of childhood obesity. \u0000The two-year trial was considered in four six-month intervals. Within each interval, implemented activities, as recorded in CHL monthly reports, were coded by activity implementer(s), e.g. government agency, school, or community-based group, as well as for collective efficacy impact of the activity, e.g. to leverage resources from outside the CSN or to facilitate civic engagement. Coded data were used to create CSN maps for the four time intervals, and SNA techniques examined the CSN characteristics. CSN density increased over time, as measured by the number of ties within the network. Schools, community-based groups and large organizations were identified as the primary implementers of the CHL intervention and formed a community implementer backbone. Social leveraging, i.e. linking local groups to people with authority over outside resources, was shown to be a central component in intervention success. It took time to develop strong CSN, and stronger (denser) CSN were more successful in building social cohesion and enacting community change. Findings illustrate a methodology that can be useful for tracking the development and impact of CSN.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88770576","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":"Implementing community-based participatory research among African Americans with serious and persistent mental illness: A qualitative study","authors":"Lindsay Sheehan, Sonya Ballentine, Lorenzo Washington, Mark Canser, John Connor, Renee Jones, Edward Laster, Khalilah Muhammad, Scott Noble, Rhonda Smith, Gary Walley, Carla Kundert, Patrick Corrigan","doi":"10.5130/IJCRE.V14I1.6894","DOIUrl":"https://doi.org/10.5130/IJCRE.V14I1.6894","url":null,"abstract":"Community-based participatory research (CBPR) is an approach that involves community members in research, not as research participants, but as partners. However, few studies have examined CBPR projects conducted among African Americans with serious and persistent mental illness (SPMI). This article focuses specifically on the Inspiring Change (IC) model, which includes a leadership trio comprised of an academic researcher, health service provider and an African American with lived experience of SPMI. Our purpose is to investigate how the IC model shapes not only how research is conducted but how research is understood and experienced by the community. We achieve this purpose by (1) describing an innovative CBPR model and pilot projects that involved African Americans with SPMI in all stages of the research project; and (2) presenting findings from qualitative interviews conducted with CBPR team members about strengths, challenges and leadership particular to this model of CBPR, an area rarely explored in CBPR literature. \u0000With the guidance of an advisory board and the manualised IC curriculum, two CBPR teams initiated and conducted nine-month long research projects focusing on health disparities for African Americans with SPMI. Members of the two CBPR teams (n = 13), which included individuals with lived experience, service providers and researchers, completed qualitative interviews. Benefits of CBPR projects included opportunities to learn, a sense of purpose in helping others and increased trust of research participants. Challenges pertained to disorganisation of leadership, lack of transparency with compensation, time pressures and interpersonal conflicts. These challenges highlight the importance of preparing and supporting those from both academic and lived experience backgrounds in skills necessary to thrive in leadership roles for CBPR projects.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"23 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90441223","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":"The Irish Carnegie Community Engagement Classification Pilot: A critical analysis on culture and context from a community of practice approach","authors":"Lorraine McIlrath, Céire Broderick, Mary McDonnell Naughton, M. Kelly","doi":"10.5130/IJCRE.V14I1.7343","DOIUrl":"https://doi.org/10.5130/IJCRE.V14I1.7343","url":null,"abstract":"This article provides a reflective critique of the process undertaken to pilot the Carnegie Community Engagement Framework in Ireland between 2015 and 2016. Of particular interest to the authors is the cultural specificity of employing a US-centric selfassessment data capturing tool in a heterogeneous Irish context. Taking the reader through from conception of the idea to its execution and post-pilot reflections, we examine the cultural appropriateness and translatability of the tool to Irish higher education. To frame the discussion of the process, we employ the concept of a community of practice, as defined by Wenger (1998). This was adopted to promote a culture of collaboration in an ever-growing neoliberal system that promotes competition between institutions, rather than facilitating their co-construction of knowledge. In the analysis, we demonstrate how forming this community of practice allowed for a cohesive assessment of the challenges and opportunities that arose through the pilot process. This was particularly important since each participating institution had different motivations for engaging with the pilot. DECLARATION OF CONFLICTING INTEREST The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. FUNDING The author(s) received no financial support for the research, authorship, and/or publication of this article. 1 Reflecting with some distance, we consider the value that comes from operating as a community of practice, as well as some shortcomings that we identified as specific to this pilot.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"34 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78294601","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":"Mobilising knowledge on newcomers: Engaging key stakeholders to establish a research hub for Alberta","authors":"M. O’Brien, Beren Cancino, Francis Apasu, Tanvir Chowdhury","doi":"10.5130/ijcre.v13i1.7208","DOIUrl":"https://doi.org/10.5130/ijcre.v13i1.7208","url":null,"abstract":"As immigration to Canada increases, so, too, do the complexities associated with serving various groups of newcomers, including immigrants, refugees, temporary foreign workers and international students. A range of stakeholder groups, such as grassroots community organisations, immigrant service provider organisations and academic researchers, have developed knowledge about how to best serve newcomers as they integrate into life in Canada. To date, there have been few opportunities for members of these and other stakeholder groups to work together to ensure that the needs of newcomers are being efficiently met. In this article, we describe a multi-step process of reciprocal knowledge engagement involving diverse stakeholders and led by the Newcomer Research Network at the University of Calgary. This engagement has the ultimate goal of developing a knowledge mobilisation hub focused on building capacity in community-engaged research with newcomers. In order to understand how we will reach this goal, this article outlines the efforts, priorities, challenges and important lessons learned that occurred as part of the multi-step process undertaken to establish a knowledge exchange with newcomer communities at its core.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"82 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74701475","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}