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"Kajner, Tania"
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Engaged Scholarship
This volume brings together diverse theoretical reflections and practices of community engaged scholarship in order to stimulate critical discussion, deepen theory, and invite critical practice. It is an international trend that higher education institutions and agencies are encouraging and promoting community engagement.
eBook
Balancing Head and Heart: The Importance of Relational Accountability in Community-University Partnerships
In this article we introduce a “head and heart” approach to community-engaged scholarship. Through the literatures of Aboriginal scholarship and engaged scholarship we reflect on a community-university research and program development project undertaken in response to health and education concerns of Aboriginal people in Canada. We suggest that the head and heart approach was crucial to the program’s success and provides access to an ethical space where multiple worldviews are recognized and where the importance of relational accountability becomes evident. We then examine the implications of this approach for engaged scholarship and higher education practices.
Journal Article
Partnership, Knowledge Translation, and Substance Abuse Prevention With a First Nations Community
Background: Having identified substance abuse as an issue of concern in their community, the Alexis Nakota Sioux Nation invited University of Alberta researchers to partner on the cultural adaptation, delivery, and evaluation of a school-based drug and alcohol abuse prevention program. Researchers conducted a literature review of available drug and alcohol prevention programs for children and youth, identifying the Life Skills Training (LST) program as a viable model for cultural adaptation. Objectives: Four program objectives were developed: (1) Review and cultural adaptation of the elementary and junior high LST programs, (2) delivery of the adapted programs, (3) measurement of changes in students’ knowledge of the negative effects of drug and alcohol use, attitudes toward drugs and alcohol, drug and alcohol refusal and life skills, and changes in self-esteem/self-concept, and (4) documentation of the community’s experience of the project. Methods: Using the principles of community-based participatory research (CBPR), we employed both qualitative and quantitative methods to evaluate the impact of the project. Results: Qualitative evaluation of the program adaptation and implementation were both positive. Qualitative measures of program impact on students revealed a positive effect, whereas results of the quantitative measures were mixed. Conclusions: Culturally adapted, evidence-based programs can have a positive effect on Aboriginal youth and their communities. Strategies to expand knowledge translation (KT) when working with Aboriginal communities include working to create an “ethical space” that draws on the strengths of both Western and Indigenous worldviews.
Journal Article
Wounded Learners: Symbolic Violence, Educational Justice, and Re-Engagement of Low-Income Adults
Using exploratory case study to assess the learning needs of low income populations in a Canadian city, one key finding was that the majority are wounded learners from their experiences in the schooling system. Compounded by various social and economic factors, these wounds represent various forms of violence, particularly symbolic violence that continually reproduces their marginality. Community adult educators have the opportunity to offer recognition of wounding and help learners re-story positive learning identities, rebuild learning capacities as well as social and intellectual capital, and transform a limiting habitus. Through a dialectic of indignation and \"dreamkeeping\", they can both also assist learners in challenging meritocratic systems that require woundedness and failure rather than capability as a form of educational justice and create spaces for hope for learners who still dream of serving others and contributing back to their communities.
Journal Article
Partnership, Knowledge Translation, and Substance Abuse Prevention With a First Nations Community
Who Should Care Most? * Educators, school officials, and health care providers working in First Nations communities. * Policymakers in the areas of health and education. * Community members and leaders. * Substance abuse, public health, and youth program providers. * Highly effective, evidence-based substance abuse prevention programs for school-aged children can be successfully adapted to incorporate the cultural beliefs, values, language, and visual images of the community where the program is delivered. * Community Elders are the keepers of the Nation's oral traditions and knowledge and their input and guidance is an important and necessary part of program adaptation, implementation, and evaluation. * Culture, language, history, and spirituality are the foundations of Aboriginal identity and are essential components of program adaptation. * Cultural adaptations should go beyond surface level cultural markers to include Aboriginal worldviews and ways of knowing, as well as recognition of historical impacts on health and education. * A community-based participatory research approach is a catalyst for community development and an important component of program sustainability. * Attention to both community capacity building and academic capacity building is important to ensure a successful project.
Journal Article
Wounded Learners Failed by Schooling: Symbolic Violence and Re-Engaging Low Income Adults
Using exploratory case study to assess the learning needs of low income populations in a Canadian city, one key finding was that the majority are wounded learners from their experiences in the schooling system. Compounded by various social and economic factors, these wounds represent various forms of violence, particularly symbolic violence that continually reproduces their marginality. Community adult educators have the opportunity to offer recognition of wounding and help learners re-story positive learning identities, rebuild learning capacities as well as social and intellectual capital, and transform a limiting habitus. Through a dialectic of indignation and “dreamkeeping”, they can both also assist learners in challenging meritocratic systems that require woundedness and failure rather than capability as a form of educational justice and create spaces for hope for learners who still dream of serving others and contributing back to their communities.
Journal Article
Social Justice and Community‐Engaged Scholarship
Community service‐learning is often positioned as a politically neutral, skills‐based learning experience for students who are understood to lack practical application of their academic knowledge and/or an opportunity for students to develop citizenship skills through service to communities outside institutions of higher education. This chapter positions community service‐learning within both the spectrum of community‐engaged scholarship and the wider neoliberal policy context of higher education. The author challenges distinctions between community and university and explores the role higher education institutions might play in mitigating the closure of spaces to social justice education and pedagogies, a closure that is characteristic of neoliberalized higher education. The author explores a model of engaged scholarship that does not reproduce colonial relations, and a notion of knowledge as service that subverts binary divisions and opens space for a justice oriented CSL practice.
Book Chapter
The Wiley international handbook of service-learning for social justice
A comprehensive guide to service-learning for social justice written by an international panel of experts
The Wiley International Handbook of Service-Learning for Social Justice offers a review of recent trends in social justice that have been, until recently, marginalized in the field of service-learning. The authors offer a guide for establishing and nurturing social justice in a variety of service-learning programs, and show that incorporating the principles of social justice in service-learning can empower communities to resist and disrupt oppressive power structures, and work for solidarity with host and partner communities.
With contributions from an international panel of experts, the Handbook contains a critique of the field's roots in charity; a review of the problematization of Whitenormativity, paired with the bolstering of diverse voices and perspectives; and information on the embrace of emotional elements including tension, ambiguity, and discomfort.
This important resource:
* Considers the role of the community in service-learning and other community?engaged models of education and practice
* Explores the necessity of disruption and dissonance in service-learning
* Discusses a number of targeted issues that often arise in service-learning contexts
* Offers a practical guide to establishing and nurturing social justice at the heart of an international service-learning program
Written for advanced undergraduate students, graduate students, scholars, and educators, The Wiley International Handbook of Service-Learning for Social Justice highlights social justice as a conflict?ridden struggle against inequality, xenophobia, and oppression, and offers practical suggestions for incorporating service-learning programs in various arenas.
eBook