Beyond Pedagogy: Service Learning as Movement Building in Higher Education

Swords, Alicia; Kiely, Richard

doi:10.1080/10705422.2010.487253

Cited by 39 publications

(27 citation statements)

References 4 publications

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“…Swords and Kiely (2010) call on community service learning to be reinvented with more emphasis in areas such as organizational learning and community development. Stoecker et al (2009), drawing on extensive interviews with community partners in service learning, propose a model of course-based community-based research-in place of most other forms of community service learning-that is carefully designed to achieve the research outcomes set out by the community partners.…”

Section: Introductionmentioning

confidence: 99%

Building Effective Relationships for Community-Engaged Scholarship in Canadian Food Studies

Andrée

Chapman²,

Hawkins³

et al. 2014

CanFoodStudies

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How can community-engaged scholars best undertake grounded, policy-relevant, food systems research and teaching in ways that support the capacity of-and meaningfully build on-the experiences of civil society organizations working on these issues in Canada? This paper analyzes four case studies in the context of a research project that brings together members of the Canadian Association for Food Studies and Food Secure Canada. One case was led by Region of CFS /RCÉA P. Andrée et al. Vol. 1, No. 1, May 2014 28Waterloo Public Health and faculty from the University of Waterloo; a second by the Food Security Research Network at Lakehead University in Thunder Bay and the North Superior Workforce Planning Board; a third by the national student organization Meal Exchange and Ryerson University in Toronto; and a fourth by the BC Food Systems Network. We argue that the answer to the question above lies in establishing respectful relationships and recognizing the different cultures involved, and we offer five methodological insights for building effective relationships in practice. The first is the need to disaggregate the concept of 'community' in order to acknowledge the distinct needs and assets of the diverse organizations and populations involved. Our second and third insights are linked: Establish the relationship around a shared vision, and then negotiate mutually-beneficial teaching or research projects. Fourth, practitioners should approach community-campus engagement through the framework of contextual fluidity, which includes seeing the relationships and the vision at the heart of the work, while remaining open to shifts and new opportunities. Finally, adopting community capacity building practices helps practitioners realize their shared vision.

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Section: Introductionmentioning

confidence: 99%

Building Effective Relationships for Community-Engaged Scholarship in Canadian Food Studies

Andrée

Chapman²,

Hawkins³

et al. 2014

CanFoodStudies

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“…While historically service-learning practices focus on student learning (Kiely, 2005), some use critical theory and pedagogy (Freire, 1970) to ask who is served and who decides about these initiatives (Bortolin, 2011;Stoecker & Tryon, 2009). Increasingly, scholars and practitioners recommend that service-learning projects adopt explicit social justice goals, genuine relationships, commitment to redistribute power, reciprocity, activism, and other goals of broader social and institutional change (Levkoe et al, 2016;Marullo & Edwards, 2000;Mitchell, 2008;Swords & Kiely, 2010).…”

Section: Community-campus Engagement and Service-learningmentioning

confidence: 99%

“…We aimed to avoid these pitfalls. Increasingly, scholars emphasize that academics must acknowledge and address unequal power relationships (Bortolin, 2011;Porter & Wechsler, 2018;Stoecker & Tryon, 2009;Swords & Kiely, 2010).…”

Section: Food Justice and Community-campus Engagementmentioning

confidence: 99%

Community-Campus Collaborations for Food Justice: Strategy, Successes and Challenges at a Teaching-Focused College

Swords

Frith

Lapp

2018

J. Agric. Food Syst. Community Dev.

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Community-campus engagement in higher education provides educational experiences for students to grapple with complex, real-world problems, including the lack of equitable access to healthy food for all. In this reflective essay, three faculty members of a teaching-focused college report and reflect on the benefits and challenges of community-campus engagement through a food justice education action research project called Food Dignity, funded by the U.S. Department of Agriculture. Achievements included developing a curricular approach, preparing students for community partnerships and community-based research, strengthening institutional commitment to community-campus engagement, and establishing community and institutional networks. Outcomes include that student participants revised FoodDignity a *

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“…While there has been increasing interest in building community-campus partnerships (Barnett, 2007;Powell & Dayson, 2013), many community-based organizations have reported that universities and collages too often privilege the work of faculty and students while failing to adequately consider and address community needs (Bortolin, 2011;Ward & Wolf-Wendel, 2000). Further, many well-documented studies have criticized academics for not engaging substantially with communities and failing to challenge systems of social inequality (Mitchell, 2008;Swords & Kiely, 2010).…”

Section: )mentioning

confidence: 99%

Forging Links Between Food Chain Labor Activists and Academics

Levoke

McClintock

Minkoff-Zern

et al. 2016

JAFSCD

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Interest in food movements has been growing dramatically, but until recently there has been limited engagement with the challenges facing workers across the food system. Of the studies that do exist, there is little focus on the processes and relationships that lead to solutions. This article explores ways that community-engaged teaching and research partnerships can help to build meaningful justice with food workers. involved a range of academic scholars and community-based activists. We present these insights through a discussion of key perspectives on collaborative research and teaching and learning as food-labor scholar-activists. We argue that despite significant gaps in the way that food movements are addressing labor issues, community-campus collaborations present an opportunity for building alliances to foster food justice. Building on our collective analysis and reflection, we point to five recommendations for fostering collaboration: connecting to personal experience; building trust; developing common strategies; building on previous community efforts; and, appreciating power differences and reciprocating accordingly. We conclude with some final thoughts on future research directions.

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Beyond Pedagogy: Service Learning as Movement Building in Higher Education

Cited by 39 publications

References 4 publications

Building Effective Relationships for Community-Engaged Scholarship in Canadian Food Studies

Building Effective Relationships for Community-Engaged Scholarship in Canadian Food Studies

Community-Campus Collaborations for Food Justice: Strategy, Successes and Challenges at a Teaching-Focused College

Forging Links Between Food Chain Labor Activists and Academics

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