Dave Heidebrecht, a CBRC board member, was interviewed on Cable 14 Now. To watch the interview, click here.
The University of Toronto Centre for Community Partnerships just co-hosted with two of their community partners (Great Lakes Canoe Journey Project and the Regent Park Community Food Centre) two packed sessions within the DemocracyXChange Summit’s open house event.
To learn more about the event, click here.
Volume 12 of Gateways is the first volume under the new partnership between UTS Shopfront Community Program at the Centre for Social Justice and Inclusion at the University of Technology Sydney, Australia, and the Swearer Center for Public Service at Brown University, USA. It is their first ‘open’ volume, to which new articles will be added over the coming months, as soon as they are ready for publication; and it is the first volume to feature a research article that has come through our Author+Editor mentoring program for engaged scholars from historically underrepresented countries.
The University of Victoria (UVIC) and
Participatory Research in Asia (PRIA) in support
of UNESCO Chair have collaborated to create
and deliver a 21-week Mentorship Training
Program to support and strengthen community-based
research to address locally pressing
societal challenges, including UN Sustainable
Development Goals (SDGs).
The Mentorship Training Program (MTP) is
designed for experienced practitioners and
community-based participatory researchers
within and outside academia. The certified
mentors play a key role in the development of
the local hub, including the creation of teaching
curriculum and pedagogy, and the development
of research capacities.
Beyond Recruitment: Strengthening Indigenous & Non-Indigenous relations while supporting university students from Northern ON
This study was a collaborative effort between The Waterloo Indigenous Student Centre (WISC), the Centre for Community Based Research (CCBR), and St. Paul’s University College (STP), all located at University of Waterloo.
Through exploration of: (i) the experiences of University of Waterloo students from Northern Ontario, (ii) the role of post-secondary institutions in preparing individuals for the Northern Ontario labour market, and (iii) labour market trends in Northern Ontario, this research aimed to identify
what the University of Waterloo can do to maximize its support for the success of its students from Northern Ontario in both post-secondary education and transitions to employment. The concrete, practical recommendations for action arising from this pilot study provide initial data to support the University of Waterloo to become a reconciliation champion and innovator.
Crystal Tremblay, a CBRC board member co-authored a study, in partnership with the Victoria Foundation and the University of Victoria. It
examines the social impact and economic activity
of civil society (also known as the ‘charitable’ or
‘third’ sector) in the capital region in the 2016 fiscal
year. It was conducted to help better understand
and strengthen the sector for the betterment of all
On November 27th in Hamilton, Ontario, researchers, practitioners, and others involved in community-based research gathered for the Community-Based Research Excellence Tool (CBRET) workshop. The event was hosted by McMaster University Center for Continuing Education and the Hamilton Community Foundation. Thanks to the hosts and the 30 people who participated in the workshop!
On the evaluation survey taken after the workshop, 78% of workshop participants reported that they were very satisfied with the quality of the presentation. 79% of survey respondents were very satisfied with how they had opportunity to gain from others and felt heard by others. A participant reported, “This had my brain going and I really appreciate the opportunity to think, discuss and be challenged. The facilitators were fantastic- great listeners and take criticism really well – they made it a safe, comfortable space for open discussion and learning. Thanks very much for inspiring me to be more thoughtful and to pursue/strive for more meaningful projects and research methods.”
Another workshop participant reflected that they valued learning “about community-based research, the CBRET tool, the thought-provoking discussions, [and] meeting others in the community.”
Does your community organization work in collaboration with an academic institution? Does your work at an academic organization include active collaboration with community members? The Community Engaged Scholarship Institute (CESI) wants to know:
• How do you and your collaborators work together in creative ways?
• How do you collaborate in ways that address community interests and create mutual benefits?
• How do you work together to achieve shared goals?
• How do you overcome challenges and barriers?
• How do you work together to achieve positive social change?
• How do you generate and measure impact?
Please submit a 150-word description of your proposed contribution, along with the names and
affiliations of all presenters to email@example.com by September 10th. Please also indicate
the format of your contribution and any technical or other resources you require. We encourage
collaborative presentations highlighting both academic and community expertise.
More details here:
Gateways: International Journal of Community Research and Engagement is delighted to announce a new partnership between UTS Shopfront Community Program at the Centre for Social Justice and Inclusion at the University of Technology Sydney (UTS), Australia, and The Swearer Center for Public Service at Brown University, Rhode Island, USA.
This new partnership to jointly edit and manage Gateways journal aims to grow the work that Gateways has achieved over the past decade.
To celebrate this new partnership, Gateways is pleased to announce that we will now be publishing two volumes per year, in May and December. For next year, we have two special themed volumes planned for publication:
Volume 12, No. 1 (May 2019), which will focus on the strategies, policies and practices driving systemic, culturally transformative institutional engagement.
Volume 12, No. 2 (December 2019) will explore the epistemologies and forms of scholarship emerging from and through community engagement, which are both challenging and enriching higher education.
|Due date for abstracts:||Friday 31 August 2018|
|Initial review notification:||Monday 10 September 2018|
|Due date for manuscript submission:||Monday 28 January 2019|
|Publication of Vol. 12, No. 1:||
For further information, please see the Call for Papers here: https://bit.ly/2O1qezz
The Engaged Scholar Journal invites contributions to its special issue on Community Engagement and the Anthropologies of Health and Wellbeing (volume 6, issue 1, Spring 2020). Details below. Deadlines for submission are — abstracts by December 10, 2018, and essays by March 1, 2019.
CALL FOR PAPERS
Issue 11 (Volume 6, Issue 1, Spring 2020)
For Special Issue in
Community Engagement and the Anthropologies of Health and Wellbeing
Guest Editors: Sylvia Abonyi and Pamela Downe
Engaged Scholar Journal: Community-Engaged Research, Teaching and Learning is Canada’s online, open-access, peer-reviewed, multi-disciplinary journal committed to profiling best practices in ‘engaged scholarship’ informed by community-academic partnerships in research, teaching and learning. The Journal occasionally publishes hard copies of its issues as well.
Our Mission is to promote and support reciprocal and meaningful co-creation of knowledge among scholars, educators, professionals and community leaders, in Canada and worldwide; to inspire and promote productive dialogue between practice and theory of engaged scholarship; to critically reflect on engaged scholarship, research, and pedagogy pursued by various university and community partners, working locally, nationally and internationally, across various academic disciplines and areas of application; to serve as a forum of constructive debate on the meanings and applications of engaged scholarship among partners and communities.
Engaged scholarship most commonly refers to a range of collaborative research, teaching, and learning initiatives rooted in sustained community-university partnerships and pursued across various disciplines and social and cultural contexts. Community engaged research is oftentimes understood to be community informed, situated as well as action-oriented such that the research process and results are useful to community members in making positive societal changes.
For our Spring 2020 special issue on Engagement in the Anthropologies of Health and Wellbeing, we seek submissions from community- and university-based researchers and scholars who actively engage with communities (of all kinds) in their anthropological research. The issue aims to showcase the strengths of the health-focused and community engaged work across the subfields of the discipline: Archaeology, Biological Anthropology, Linguistic Anthropology, Practicing and Public Anthropology, and Sociocultural Anthropology. The following areas are of particular interest:
- Community engagement and collaboration across the subfields of anthropology
- Health and cultural resource management
- Research ethics, community engagement, and health-related informatics
- Engagement with vulnerable and “at risk” communities
- Community responses to emergent infectious diseases
- Language use and community health and revitalization
- Comparative measures of community health and well-being.
We invite previously unpublished research articles, reports from the field, multimedia contributions, and book reviews focusing on community engagement within Anthropologies of Health and Wellbeing.
Please submit your expressions of interest in the form of a 200-word abstract by December 10, 2018. Your abstract can be inserted in the text of your email or as an attachment. Contact information is below.
All submissions will undergo either editorial or peer review. Submissions for the Essays Section of the Journal will be subject to double, blind peer review, submissions to other Journal sections will undergo editorial review.
Essays to be subject to blind peer reviewing should:
- Represent original, unpublished work that is not under consideration by other journals or collections of essays.
- Be written in accessible language, to respect multidisciplinary nature of the Journal and the diversity of our readers. Acronyms and abbreviations should be kept to the minimum.
- Be maximum 8,000 words.
- Include an abstract (200 words) and indicate up to five keywords.
- Be typed, double-spaced throughout, in 12-pt Times New Roman font.
- Be formatted in the American Psychological Association (APA) style, 6th edition.
- Have a separate cover page that includes the names, institutional affiliations, addresses, and contact information of all authors.
- Include author biography/ies (no more than 50 words per author) on a separate sheet.
- Indicate that appropriate Institutional Research Ethics Board approval was secured, if applicable.
- Be formatted and saved in Microsoft Word (no PDF please).
- Be submitted in two versions, one should include all information to be published, and in the other copy information to be ‘blinded’ should be substituted with blank underlined spaces. Information to be ‘blinded’ includes all text or data that will have to be removed from the essay for blind peer review purposes.
- Submission should be accompanied by authors’ recommendations of at least four scholars, including community-based scholars when applicable, from the author’s field who the Journal may approach with the request to peer review of the issue’s contributions. Such recommendations should include the description of (a) the credentials of the prospective reviewers as well as (b) the professional distance between the authors and the proposed reviewers.
Abstracts (max 200 words) : December 10, 2018
Deadline for all contributions : March 1, 2019
Projected Date of publication: Spring 2020
Submit your materials via email to firstname.lastname@example.org.