An Ethnohistorian in Rupert’s Land: Unfinished Conversations by Jennifer S. H. Brown, and: Towards a New Ethnohistory: Community-Engaged Scholarship Among the People of the River ed. by Keith Thor Carlson et al.

AbstractPedagogical approaches in community-engaged education have been the object of interest for those aiming at improving community health and well-being and reducing social and economic inequities. Using the epistemological framework provided by the scholarship of engagement, this article examines three nationally recognized and successful examples of community-university partnerships in the fields of community planning and public health: the East St. Louis Action Research Project, the South Memphis Revitalization Action Project, and the Detroit Community-Academic Urban Research Center. We review and compare how these partnerships emerged, developed, and engaged students, community partners, and academic researchers with their local communities in ways that achieved positive social change. We conclude by highlighting common elements across the partnerships that provide valuable insights in promoting more progressive forms of community-engaged scholarship, as well as a list of examples of what radical forms of community-engaged education may look like.

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Literacy instructional coaching for inservice teachers through a community-engaged partnership

International Journal of Mentoring and Coaching in Education ◽

10.1108/ijmce-10-2020-0062 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Tala Michelle Karkar Esperat

Keyword(s):

Professional Learning ◽

Instructional Coaching ◽

Time Frame ◽

Theory And Practice ◽

Inservice Teachers ◽

Engaged Scholarship ◽

Content Type ◽

Instructional Coaches ◽

Coaching Model ◽

Community Engaged Scholarship

PurposeThe purpose of the study was to provide an example of instructional coaching for inservice teachers within the context of community-engaged scholarship (CEP), involving professional learning communities (PLCs). This study seeks to encourage policymakers to allocate budgets for instructional coaches, as well as resources for schools.Design/methodology/approachAn exploratory case study design was used to examine the factors that contributed to the partnership and how the PLC sessions impacted the inservice teachers' practices. Data sources included interviews, focus groups, written reflections, observations of grade-level teachers' meetings and administrative meetings.FindingsThe study uncovered important factors that impacted the community-engaged partnership (CEP) positively, such as partners having a unified agenda, a common focus on the school's needs and an understanding of the culture of the school. Principals are the gatekeepers in such partnerships.Research limitations/implicationsThis study yielded the description of a model of instructional coaching within a CEP that other universities around the world could replicate. The limitations of this study include the length of the study and the time frame in which the PLC content was planned. The study was conducted over 1 year to limited funding. The instructional coach developed the PLC content during the ongoing academic year and that impacted the teachers' initial perceptions and their commitment to the PLCs.Originality/valueThis study offers a new coaching model for CEPs that focuses on closing the gap between theory and practice by integrating PLCs, content knowledge, pedagogical knowledge and face-to-face visual support.

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Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School

Education Sciences ◽

10.3390/educsci8030148 ◽

2018 ◽

Vol 8 (3) ◽

pp. 148 ◽

Cited By ~ 1

Author(s):

P. Andrews ◽

Susan Leonard

Keyword(s):

Professional Development ◽

Service Learning ◽

Critical Consciousness ◽

Professional Development School ◽

Engaged Scholarship ◽

Traditional Service ◽

Community Engaged Scholarship ◽

Service Learning Projects ◽

Learning Projects

Universities engage students in traditional service-learning projects that often yield “good feelings”, even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars’ work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators—rather than for them—supported participants’ critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators’ research interests, work, and future directions.

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Intense, Pervasive and Shared Faculty Dialogue: Generating Understanding and Identifying “Hotspots” in Five Days

Metropolitan Universities ◽

10.18060/21124 ◽

2016 ◽

Vol 27 (2) ◽

pp. 19-35

Author(s):

Emily Janke ◽

Barbara Holland ◽

Kristin Medlin

Keyword(s):

North Carolina ◽

Faculty Support ◽

University Of North Carolina ◽

Engaged Scholarship ◽

Policy And Practice ◽

Promotion And Tenure ◽

Community Engaged Scholarship ◽

The University

Once an institution has chosen to recognize and reward community-engaged scholarship in its university-wide promotion and tenure policy, what are some strategies for aligning unit and department policies as well? This chapter describes the path followed at The University of North Carolina at Greensboro to align policies across all units and departments. Discussed are core strategies used to generate faculty support for community-engaged scholarship in promotion and tenure policy and practice, the themes revealed as a result of a weeklong dialogue initiative, and recommendations for continued improvement.

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Engaged Scholarship: Reflections from a Multi-Talented, National Partnership Seeking to Strengthen Capacity for Sustainability

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v1i1.28 ◽

2015 ◽

Vol 1 (1) ◽

Author(s):

Maureen G. Reed ◽

H. Godmaire ◽

Marc-Andre Guertin ◽

Dominique Potvin ◽

Paivi Abernethy

Keyword(s):

Biosphere Reserve ◽

Collective Learning ◽

Cross Cultural ◽

Sweet Spot ◽

Engaged Scholarship ◽

Cultural Challenges ◽

Academic Researchers ◽

Working Together ◽

Community Engaged Scholarship ◽

National Partnership

This paper describes a national partnership of academic researchers, government representatives, and sustainability practitioners who sought to strengthen the capacity of 16 biosphere reserve organizations working across Canada to promote sustainability through collective learning and networking strategies. We begin by situating our work within traditions of community-engaged scholarship and appreciative inquiry, and then ask participants to reflect directly on the questions. We then draw attention to four key themes: building and maintaining trust; setting clear and confirmed expectations; establishing structured and multi-lateral facilitation; and finding the sweet spot for our collective practice. Our reflections address common themes of community-engaged scholarship, including addressing cross-cultural challenges and finding joy in working together.

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Conversation with Maria Power, University of Liverpool

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v1i1.231 ◽

2017 ◽

Vol 3 (1) ◽

pp. 137-141

Author(s):

Christopher Hrynkow ◽

Maria Power

Keyword(s):

Community Engagement ◽

Peace Building ◽

Engaged Scholarship ◽

Community Based ◽

Community Based Research ◽

Irish Studies ◽

Community Engaged Scholarship ◽

Relationship Of ◽

The Relationship

In the Exchanges, we present conversations with scholars and practitioners of community engagement, responses to previously published material, and other reflections on various aspects of community-engaged scholarship meant to provoke further dialogue and discussion. In this issue Christopher Hrynkow talks to Maria C. Power about her community-based research and her vision for engaged scholarship as undertaken by religious historians. Dr. Maria Power, PhD (History, Royal Holloway), is a lecturer in Religion and Peace Building at the Institute of Irish Studies, University of Liverpool. Her research focuses on the relationship of faith to politics, especially in areas of conflict, and the role that religious organisations play in peacebuilding

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