scholarly journals Encountering difficult knowledge: Service-learning with Sociology and Political Science undergraduates

2019 ◽  
Author(s):  
Lorraine Tansey ◽  
Keyword(s):  
Service Learning ◽  
Practical Experience ◽  
Status Quo ◽  
Teaching Tool ◽  
Direct Service ◽  
Community Based ◽  
Academic Literature ◽  
The Status ◽  
Service Role ◽  
Community Based Learning

Community based learning or service learning is a dynamic pedagogical opportunity for students to engage with their discipline in light of social concerns. This presentation will share the key challenges sociology students and lecturer encounter when working with charities and nonprofits with social justice missions. Students are asked to face what Pitt and Britzman (2003) call “difficult knowledge” in classroom readings and discussions on complicity to poverty and racism. The community engagement experience with local charities allows for a dialogue with the scholarly literature grounded in practical experience. Sociology students are challenged to see the institutional and wider structural inequalities upstream while working in community with a direct service role downstream. Taylor (2013) describes student engagement within this type of teaching tool that is critical of the status quo. Hall et al. (2004) argue that the classroom is best placed to navigate this new terrain whereas student volunteering independently might not facilitate reflection and academic literature. Students with a wide variety of needs engage with communities in different ways and lecturers may need to adjust and demonstrate flexibility to facilitate all learning environments.

scholarly journals Considering Power in Community-Based Research: Shifting Toward New Pedagogical Approaches with a 'Public Work for Public Things' Framework

2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Susan Haarman ◽  
Patrick M Green
Keyword(s):  
Service Learning ◽  
Community Based ◽  
Power Differential ◽  
Community Based Research ◽  
The Public ◽  
Public Work ◽  
Community Based Learning ◽  
The Impact ◽  
Service Learning Pedagogy ◽  
The Voice

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. This 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.

scholarly journals Can Jobs Programs Build Peace?

2020 ◽  
Author(s):  
Tilman Brück ◽  
Neil T N Ferguson ◽  
Valeria Izzi ◽  
Wolfgang Stojetz
Keyword(s):  
Grey Literature ◽  
Status Quo ◽  
Academic Literature ◽  
Open Questions ◽  
The Status ◽  
Micro Level ◽  
Employment Programs ◽  
Theories Of Change ◽  
Do So ◽  
Peace Programs

Abstract In the last decade, well over $10 billion has been spent on employment programs designed to contribute to peace and stability. Despite the outlay, whether these programs perform, and how they do so, remain open questions. This study conducts three reviews to derive the status quo of knowledge. First, it draws on academic literature on the microfoundations of instability to distill testable theories of how employment programs could affect stability at the micro level. Second, it analyses academic and grey literature that directly evaluates the impacts of employment programs on peace-related outcomes. Third, it conducts a systematic review of program-based learning from over 400 interventions. This study finds good theoretical reasons to believe that employment programs could contribute to peace. However, only very limited evidence exists on overall impacts on peace or on the pathways underlying the theories of change. At the program level, the review finds strong evidence that contributions to peace and stability are often simply assumed to have occurred. This provides a major challenge for the justification of continued spending on jobs for peace programs. Instead, systematic and rigorous learning on the impacts of jobs for peace programs needs to be scaled up urgently.

scholarly journals Welcome from the IARSLCE President

2013 ◽  
Vol 1 (1) ◽  
pp. iii-iii
Author(s):  
Susan Root
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
International Association ◽  
Community Based ◽  
High Quality ◽  
High Quality Research ◽  
Quality Research ◽  
Community Based Learning ◽  
Learning And Collaboration

I am thrilled to introduce the inaugural issue of the International Journal of Research on Service Learning and Community Engagement (IJRSLCE), the journal of the International Association for Research on Service-Learning and Community Engagement (IARSLCE). IARSLCE is an association of K-H scholars and practitioners dedicated to the development and dissemination of high quality research on service-learning and other forms of community-based learning and collaboration.

scholarly journals Coordinated support for local action: A modeling study of strategies to facilitate behavior adoption in urban poor communities of Liberia for sustained COVID-19 suppression

2020 ◽  
Author(s):  
Laura Skrip ◽  
Mosoka Fallah ◽  
Jamie Bedson ◽  
Laurent Hébert-Dufresne ◽  
Benjamin Althouse
Keyword(s):  
Public Health ◽  
High Risk ◽  
Urban Poor ◽  
Resource Constraints ◽  
Urban Slum ◽  
Status Quo ◽  
Vulnerable Population ◽  
Community Based ◽  
The Status ◽  
Poor Communities

Abstract Background: Long-term suppression of SARS-CoV-2 transmission will require context-specific strategies that recognize the heterogeneous capacity of communities to undertake public health recommendations, particularly due to limited access to food, sanitation facilities, and physical space required for self-quarantine or isolation. We highlight the epidemiological impact of barriers to adoption of public health recommendations by urban slum populations in low- and middle-income countries (LMICs) and the potential role of community-based initiatives to coordinate efforts that support cases and high-risk contacts. Methods: Daily case updates published by the National Public Health Institute of Liberia were used to inform a stratified stochastic compartmental model representing transmission of SARS-CoV-2 in two subpopulations (urban poor versus less socioeconomically vulnerable) of Montserrado County, Liberia. Differential transmission was considered at levels of the subpopulation, household versus community, and events (i.e., funerals). Adoption of home-isolation behavior was assumed to be related to the proportion of each subpopulation residing in housing units with multiple rooms, access to sanitation facilities, and access to basic goods like water and food. Percentage reductions in cumulative infection counts, cumulative counts of severe cases, and maximum daily infection counts for each subpopulation were evaluated across intervention scenarios that included symptom-triggered, community-driven efforts to support high-risk contacts and confirmed cases in self-isolation following the scheduled lifting of the state of emergency. Results: Modeled outbreaks for the status quo scenario differed between the two subpopulations, with increased overall infection burden but decreased numbers of severe cases in the urban poor subpopulation relative to the less socioeconomically vulnerable population after 180 days post-introduction into Liberia. With more proactive self-isolation by mildly symptomatic individuals after lifting of the public health emergency, median reductions in cumulative infections, severe cases, and maximum daily incidence were 7.6% (IQR: 2.2%-20.9%), 7.0% (2.0%-18.5%), and 9.9% (2.5%-31.4%) for cumulative infections, severe cases, and maximum daily incidence, respectively, across epidemiological curve simulations in the urban poor subpopulation and 16.8% (5.5%-29.3%), 15.0% (5.0%-26.4%), and 28.1% (IQR: 9.3%-47.8%) in the less socioeconomically vulnerable population. An increase in the maximum attainable percentage of behavior adoption by the urban slum subpopulation, with the provision of support to facilitate self-isolation or quarantine, was associated with median reductions in cumulative infections, severe cases, and maximum daily incidence were 19.2% (IQR: 10.1%-34.0%), 21.1% (IQR: 13.3%-34.2%), and 26.0% (IQR: 11.5%-48.9%), respectively, relative to the status quo scenario. Conclusions: Broadly supported post-lockdown recommendations that prioritize proactively monitoring symptoms, seeking testing and isolating at home by confirmed cases are limited by resource constraints in urban poor communities. Investing in community-based initiatives that determine needs and coordinate needs-based support for self-identified cases and their contacts could provide a more effective, longer-term strategy for suppressing transmission of COVID-19 in settings with prevalent distrust and socioeconomic vulnerabilities.

scholarly journals OPTIONS FOR PRESERVATION OF VILLAGE SPACE IN BAC NINH’S CENTRAL URBAN AREA (WITH REFERENCE TO THE PRESERVATION MODEL OF HAHOE VILLAGE IN KOREA)

2020 ◽  
Vol 36 (2) ◽  
Author(s):  
Cao Thi Hai Bac
Keyword(s):  
Urban Area ◽  
Comparative Method ◽  
Practical Experience ◽  
Status Quo ◽  
Public Works ◽  
Local People ◽  
Analysis Method ◽  
Natural Landscape ◽  
Living Space ◽  
The Status

Using part of data of the study "Preserving village space in the Bac Ninh’s central urban area" conducted by Bac Ninh Institute of Planning and Architecture and other available data sources from books, newspapers, magazines, Internet, combined with many reseach methods such as the percentage analysis method, the comparative method, this article focuses on three issues: (1) Current situation of villages in the central urban area of ​​Bac Ninh province today, (2) Contents to be preserved in villages in the central urban area of ​​Bac Ninh province, (3) Conservation methods of Korea’s Hahoe village and experience for Bac Ninh. Some of the main results obtained from this study are as follows. Firstly, most of the villages in the Bac Ninh’s central urban area still retain clear traditional village forms. Secondly, the main contents that need to be preserved in villages include: natural landscape, cultural characteristics, public works and ancient architectural works. Thirdly, it is possible to flexibly apply Korea’s village conservation models such as preserving and restoring the status quo of traditional residential architectural landscape as well as community living space, promoting the design of practical experience programs that engage both local people and tourists, maximizing the autonomy of the Association for Conservation of Traditional Villages established and managed by the local people.

scholarly journals Coordinated support for local action: A modeling study of strategies to facilitate behavior adoption in urban poor communities of Liberia for sustained COVID-19 suppression

2020 ◽  
Author(s):  
Laura Skrip ◽  
Mosoka P Fallah ◽  
Jamie Bedson ◽  
Laurent Hébert-Dufresne ◽  
Benjamin Muir Althouse
Keyword(s):  
Public Health ◽  
High Risk ◽  
Urban Poor ◽  
Resource Constraints ◽  
Urban Slum ◽  
Status Quo ◽  
Vulnerable Population ◽  
Community Based ◽  
The Status ◽  
Poor Communities

Background: Long-term suppression of SARS-CoV-2 transmission will require context-specific strategies that recognize the heterogeneous capacity of communities to undertake public health recommendations, particularly due to limited access to food, sanitation facilities, and physical space required for self-quarantine or isolation. We highlight the epidemiological impact of barriers to adoption of public health recommendations by urban slum populations in low- and middle-income countries (LMICs) and the potential role of community-based initiatives to coordinate efforts that support cases and high-risk contacts. Methods: Daily case updates published by the National Public Health Institute of Liberia were used to inform a stratified stochastic compartmental model representing transmission of SARS-CoV-2 in two subpopulations (urban poor versus less socioeconomically vulnerable) of Montserrado County, Liberia. Differential transmission was considered at levels of the subpopulation, household versus community, and events (i.e., funerals). Adoption of home-isolation behavior was assumed to be related to the proportion of each subpopulation residing in housing units with multiple rooms, access to sanitation facilities, and access to basic goods like water and food. Percentage reductions in cumulative infection counts, cumulative counts of severe cases, and maximum daily infection counts for each subpopulation were evaluated across intervention scenarios that included symptom-triggered, community-driven efforts to support high-risk contacts and confirmed cases in self-isolation following the scheduled lifting of the state of emergency. Results: Modeled outbreaks for the status quo scenario differed between the two subpopulations, with increased overall infection burden but decreased numbers of severe cases in the urban poor subpopulation relative to the less socioeconomically vulnerable population after 180 days post-introduction into Liberia. With more proactive self-isolation by mildly symptomatic individuals after lifting of the public health emergency, median reductions in cumulative infections, severe cases, and maximum daily incidence were 7.6% (IQR: 2.2%-20.9%), 7.0% (2.0%-18.5%), and 9.9% (2.5%-31.4%) for cumulative infections, severe cases, and maximum daily incidence, respectively, across epidemiological curve simulations in the urban poor subpopulation and 16.8% (5.5%-29.3%), 15.0% (5.0%-26.4%), and 28.1% (IQR: 9.3%-47.8%) in the less socioeconomically vulnerable population. An increase in the maximum attainable percentage of behavior adoption by the urban slum subpopulation, with the provision of support to facilitate self-isolation or quarantine, was associated with median reductions in cumulative infections, severe cases, and maximum daily incidence were 19.2% (IQR: 10.1%-34.0%), 21.1% (IQR: 13.3%-34.2%), and 26.0% (IQR: 11.5%-48.9%), respectively, relative to the status quo scenario. Conclusions: Broadly supported post-lockdown recommendations that prioritize proactively monitoring symptoms, seeking testing and isolating at home by confirmed cases are limited by resource constraints in urban poor communities. Investing in community-based initiatives that determine needs and coordinate needs-based support for self-identified cases and their contacts could provide a more effective, longer-term strategy for suppressing transmission of COVID-19 in settings with prevalent distrust and socioeconomic vulnerabilities.

English at Your Service

2018 ◽  
pp. 1-25
Author(s):  
Helene Krauthamer ◽  
Matthew Petti
Keyword(s):  
Service Learning ◽  
Civic Engagement ◽  
General Education ◽  
Learning Community ◽  
Educational Practice ◽  
Black College ◽  
Community Based ◽  
Historically Black College ◽  
Community Based Learning ◽  
The Impact

This chapter discusses civic engagement and service-learning in higher education at an urban, land-grant, Historically Black College/University, with a particular focus on the challenges and benefits of service-learning for commuter students. After a discussion of service learning and how it exemplifies the Kolb learning model and effective educational practice, the chapter presents illustrations of civic engagement and extracurricular community-based learning in an English BA program through its two student organizations – The Literary Club and Sigma Tau Delta-Alpha Epsilon Rho. The chapter also provides an example of how service-learning has been implemented in a General Education program and specifically in a writing course. The chapter highlights the partnerships with community organizations that have developed, presents reflective testimonials about the impact of these experiences, provides recommendations for strengthening community-based learning, and concludes that service-learning/community-based learning results in a sense of community for all participants.

Community-based performances of harmonious diversity: Happy talk and utopian performativity in Playback Theatre

2021 ◽  
Vol 9 (1) ◽  
pp. 39-53
Author(s):  
Dani Snyder-Young ◽  
Maren Flassen
Keyword(s):  
White Supremacy ◽  
Ethnically Diverse ◽  
Status Quo ◽  
Community Based ◽  
Playback Theatre ◽  
The Status ◽  
Diverse Community ◽  
Do So

In this article, we examine a Playback Theatre performance in which audience members perform their appreciation for living in a diverse community, engaging with the performativity of happy talk surrounding diversity. Happy talk is largely considered to support the status quo of White supremacy, letting those who benefit from dominant systems of power off the hook. However, in this event it appeared to operate instead as a utopian performative. The racially and ethnically diverse storytellers in the workshop narrate positive stories about the diversity in their community, and they do so for a reason. This article looks at the hope animating the event.

Imagination Practices and Community-Based Learning

2018 ◽  
Vol 4 (1) ◽  
pp. 213-223
Author(s):  
Simone Weil Davis
Keyword(s):  
Decision Making ◽  
Service Learning ◽  
Institutional Logics ◽  
Community Members ◽  
Community Based ◽  
Learning Practices ◽  
The World ◽  
Community Based Learning ◽  
Ways Of Being ◽  
Learning Projects

Informed by my experiences in prison/university co-learning projects, this essay centres two community-based learning practices worth cultivating. First, what can happen when all participants truly prioritize what it means to build community as they address their shared project, co-discovering new ways of being and doing together, listening receptively and speaking authentically? How can project facilitators step beyond prescribed roles embedded in the charity paradigm of service-learning to invite and support egalitarian community and equity-driven decision-making from a project’s inception and development, through its unfolding and its assessment? Second, the sheer fact of a project taking place in the marginal place between two contexts gives all participants—students, faculty, community participants and hosts—the opportunity for meta-reflection on the institutional logics that construct and constrain our perspectives so acutely. What can we do, by way of project-conception and pedagogy, to open up those insights? The vantage that “the space between” provides can bring fresh understanding of the systemic forces at work in the lives of the community participants. And the university’s assumptions about itself and its place in the world can also suddenly appear strange and new, objects of scrutiny for students and community members both.

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