As a board member and reviewer I had read many compelling manuscripts each with the potential to make significant contributions to the practice and scholarship of engagement. This has encouraged me, as associate editor, to see more first-time authors, particularly students and community partners, published in JCES. While JCES has always been responsive to the needs of communities, community partners, and students, issue 7.1 is a significant new step toward enhancing the connections between our professional knowledge and practice and our community partners and student scholars.
This parent information project is grounded in the notion of parental involvement as advocacy that benefits children in the community. Supported by a state-level early childhood foundation in a learning partnership with a national, non-partisan research foundation, this project engaged parent leaders from five communities as co-researchers in identifying assets, listening to citizens, capacity building, and knowledge development. University researchers engaged with co-researchers as essential collaborators enacting this participatory action-oriented project in order to gain insights on family involvement and community action contributing to thriving children, birth to age 8. Creation of a deliberation guide was a tangible product of an iterative cycle of inquiry and grassroots, collaborative process to promote change and empowerment. Co-researcher insights and observations, formally captured in an intentional focus group, are presented with equal importance as author voices. The use of face-to-face time and virtual space is addressed. Implications for parent leadership, transformative knowledge production, and educational change are explored.
Crossing Through the Invisible Gate, Mapping Our Neighborhood: The Engaging and Empowering Project (E2Y)
This paper discusses a youth asset mapping project, the Engaging and Empowering Youth Project (E2Y), conducted by a group of African American youth. The youth mappers investigated local assets available for teens and created a map using digital media tools in order to develop and share information; as part of this project they engaged in a wide variety of activities, including canvassing, interviews, making videos, and public presentations. These activities helped the youth mappers to cultivate positive perceptions of the community, as well as develop social skills and digital literacy skills. The work conducted by the youth mappers also addressed practical community needs and challenged the deficit view of the community. This paper describes how the project took place, what the experience of the youth mappers was like, and the legacy of this project. I use community inquiry as the overarching contextualizing framework to help illuminate the nature and significances of this project.
A Cost Benefit Analysis from Instructor, Community Partner, and Student Perspectives: Cabrini College CBR Courses Merge Service, Education, and Research
Two community-based research (CBR) courses—Watershed Citizenship and Watershed Ecology—were piloted at Cabrini College in southeastern Pennsylvania. The courses connected service, education, and research using a local Pennsylvania stream, Crabby Creek, as the focal point, while working with several community partners. Course feedback using a qualitative student focus group regarding attitudes about environmental awareness, interdisciplinary thinking, and community-based, undergraduate research experiences showed that students gained a better understanding of how different disciplines can collaborate to address a problem in an integrative manner. Students also valued the faculty interdisciplinary teamteaching approach of the courses. We offer a model for designing and conducting an interdisciplinary team-taught CBR course employing instructors with different disciplinary backgrounds and areas of expertise. In this paper we present a case study in which we discuss the benefits and costs of these types of courses offered through the eyes of course instructors, community partners, and students and emphasize lessons learned that should prove helpful for others considering developing similar courses.
In the context of a rapid development of interest in community-university research partnerships, this article argues for a greater focus on collaborative reflexivity to enhance learning from the research process and contribute toward developing sustainable and ethical research collaborations. Incorporating perspectives of community and university participants, the article offers a case study analysis of a UKbased co-inquiry action research group. This group not only studied examples of community-university research collaborations, but also reflected on its own workings as an example of collaborative research in action—scrutinizing relationships of power, responsibility, and boundaries in the group (collaborative reflexivity). This article argues that research projects might be designed with space designated for coinquiry action research or similar inquiry groups. These co-inquiry groups would serve as replacements or supplements to more traditional steering or advisory groups.
Engaged scholarship combines the work of universities with that of community partners. The results can be powerful examples of the synergy that arises between theory and practice. By examining engaged scholarship and reflecting on the nuances that exist between it and engaged research, this paper follows the ways that research questions can be explored in a practical application versus in a controlled environment. I examine the benefits of community-engaged scholarship relative to service recipients, scholars, organizations, and communities at large. The academic benefits extend far beyond the universities; engaged scholarship allows for university programs to provide realistic training to students as an example of future work-related duties and assignments and to collaborate with community partners in service delivery. Results of collective collaboration and community-engaged scholarship can lead to a strengthened sense of community in lasting partnerships that increase dialogue surrounding challenging issues.
Leveraging a Community-Based Research Approach to Explore Research Perceptions Among Suburban Poor and Underserved Populations
This qualitative study explored perceptions of research among a rapidly growing underserved population within a suburban community, a setting that has yet to be sufficiently explored using a community-based research (CBR) approach. We recruited community members from community health care agencies in DuPage County, Illinois, and 79 participants were enrolled in the study. Community researchers conducted nine focus groups comprised of agency clients and eight stakeholder interviews to collect community perspectives regarding the meaning of research and its community impact, current and desired channels of research information, and research motives, discrimination, and funding. Findings revealed four major themes: community members 1) often associate research with medical research or community engagement; 2) rely most heavily on the internet for research information; 3) perceive financial barriers, rather than racial or ethnic barriers, as a significant obstacle to receiving the benefits of research; and 4) trust research conducted by academic institutions.
The Pedagogy of Community Service-Learning Discourse: From Deficit to Asset Mapping in the Re-Envisioning Media Project
An intersection of power, privilege, and injustice in community service-learning (CSL) pedagogy is examined through the language used to describe relationships between college classroom and community site participants. This article extends work on deficit and asset-based discourse to address critical race theory, critical pedagogy, and whiteness in a study of a university CSL partnership with an under-resourced public middle school in Western Massachusetts. Using critical race theory, appreciative inquiry, and situated learning theory, the instructors re-framed talk of education for dominant and non-dominant ethnic group participants as sites of contestation over the meaning of difference. The article demonstrates how increased cultural competencies could be learned as a result of improved intergroup understanding, interaction, and dialogue. It suggests new directions for a CSL pedagogy that moves from deficit- to asset-based discourse and the ways such meanings are formed in relation to and in relationship with others inside and outside our communities.
How can teachers create safe spaces for students to engage in their own education while exploring their individuality, embracing diversity, and celebrating community? What tools can educators, administrators, and policy-makers use to establish trust and encourage continuous improvement in schools? Chronicling over 30 years of one teacher’s experience as a parent, activist, and teacher, Strieb adds a new dynamic to existing academic studies of families and communities. A cross between an academic longitudinal study, an insider’s view into the classroom, and pragmatic toolkit, Inviting Families into the Classroom transparently shows why and how family involvement in schools has enhanced Strieb’s experience as a teacher and learner, a point substantiated by decades of research (Epstein & Sanders, 2009; Laureau, 1987; Leichter, 1978). Strieb’s work is an essential read for educators, researchers, and policy makers who wish to learn how to bridge classrooms and communities to make teaching and learning more meaningful. Over the course of the book, Strieb shares valuable tools for her reader through meticulously documented case studies and reflective analysis that models successes and challenges to integrating families and communities into her classroom.
Is there a right way or a wrong way to do service learning research? What are the necessary ingredients of a good study that adds something meaningful to the body of knowledge on experiential learning? Who should be the real beneficiaries of a solid piece of service learning scholarship? These are questions addressed in the Journal of Community Engagement and Scholarship since the very first issue (Johnson, Johnson, & Shaney, 2008). Most recently, these are some of the questions the authors of a brand new two-volume set probe in their in-depth treatment and exploration of the field.
Student Voices: Arriving as Strangers, Welcomed as Friends: Student Reflections on Mindsets, Equity, and Partnerships in International Service-Learning
We began as a group of students interested in conducting a service-learning project in rural South Africa. As we prepared, we quickly found ourselves exposed to a broad range of literature and personal testimony regarding campus-community engagement that ranged from glowing praise to outright criticism (Butin, 2010; Handler, 2013). While we had been educated about the importance of student mindsets, equity in the engagement, and long-lasting relationships, we still found ourselves faced with the uncertainties of working with people whom we did not know well, in a place we did not know well, with a project where we were not experts. Furthermore, we were deeply concerned with whether we should even attempt to conduct an international service-learning project for fear of potentially causing harm to the community.
Through this essay I hope to illuminate the processes implemented by a concerned student activist and his community in a region hit extraordinarily hard by an influx of heroin and opioid (synthetic) pain medication. I have structured it as an equation for community engagement so others may address paramount community issues and concerns with a productive and efficient format.
My intention is to breathe life into this essay so that it may spark affection and interest in its readers. My hope is that readers will choose to advocate for recovery from the disease of addiction by making decisions that reinforce the efforts of those working to stop the unnecessary suffering.