Shifting the paradigm: The need for assessment criteria for community engaged research in the visual arts

Berman, Kim

doi:10.4314/sajhe.v22i3.25800

Cited by 5 publications

(3 citation statements)

References 3 publications

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“…This study is conducted amidst a global academic climate growing in understanding and appreciation for art-based inquiry prioritizing community aims. Berman (2008) conducts community-engaged research in South Africa and describes this work as committed to "local, trans-local, and contextual analysis" as well as to "social and institutional transformation" requiring a "new approach to knowledge seeking" and "new tools for evaluating research outputs (p. 516). She describes community-engaged research as emphasizing the political and pragmatic impact of research that regards and strengthens the agency of participants and their communities.…”

Section: Community-engaged Researchmentioning

confidence: 99%

Community Engaged Research as Relationship Building

Liu

2023

INTESOLJ

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This study examines the cultural and linguistic funds of knowledge (Moll, Amanti, Neff, & González, 1992; Moll, 2019) of multilingual families shared by parent authors in bilingual children’s books integrated into culturally responsive pedagogy (Ladson-Billings, 1995, 2014) shared in formal and informal learning contexts -- including elementary schools, public libraries and parks, teacher education university courses, and digital platforms. This study practices community-engaged research in which the experiences and perspectives of participants and researchers shaped how data was collected, understood, and shared with others (Bay & Swacha, 2020). Parent authors were invited to partner in generating, reflecting on, and sharing stories as educational community experiences, and as part of a study focused on fostering appreciation, understanding, and preservation of cultural and linguistic heritages as a significant aim in in our multicultural, multilingual world. As part of this, the study supports teachers, schools, and community stakeholders in including diverse languaging features (García, 2009) in curricula and instruction. Community engaged research highlights the complexities of the human experience and results in a valuable outcome beyond quantifiable data: community relationships. This collaborative inquiry into the development and sharing of multilingual parent books revealed relationship building as an artistic, authentic, and humanizing practice of bridge-building.

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Section: Community-engaged Researchmentioning

confidence: 99%

Community Engaged Research as Relationship Building

Liu

2023

INTESOLJ

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“…Singh (2005) contends that values in post-apartheid South Africa must go beyond the individualism of human capital theory; it should focus on the social fabric that binds individuals to social formations and intersect to create cultural capital for different groups. Participatory and democratic structures of community-based research projects are fundamental to how the university fulfils its public mission through research (Berman 2007). Knowledge generated by grassroots people should be valued, documented, preserved and made accessible to all stakeholders (Kolawole 2005).…”

Section: Community Levelmentioning

confidence: 99%

Research Within the Context of Community Engagement

Albertyn¹,

Daniels²

2009

Higher Education in South Africa - A Scholarly Look Behind the Scenes

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Community engagement is a concept with a complexity of meanings, approaches and application. Derived from the scholarship of engagement of Boyer, community engagement reflects a commitment to relevance within the context of higher education institutions. The chapter aims to explore the issues that emerge in the continuing debate around engagement with communities. This is done from the perspective of the global era that impacts on knowledge production which is integral to the mission of community engagement. The South African response to engagement also reflects conflicting interpretations and imperatives that influence the application of community engagement in universities. The dichotomies in the conceptualisations of community engagement influence higher educational institutions on three levels: that of management, the academics in their teaching and learning, and the community. The concepts of knowledge and power have implications for all three levels of engagement. These will all impact on efficacy and sustainability of engagement efforts. The issues and challenges on these levels are highlighted for further debate. Possible avenues for research on the level of management, the academic and the community are suggested.

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“…Singh (2005) contends that values in post-apartheid South Africa must go beyond the individualism of human capital theory; it should focus on the social fabric that binds individuals to social formations and intersect to create cultural capital for different groups. Participatory and democratic structures of community-based research projects are fundamental to how the university fulfils its public mission through research (Berman 2007 (2008) report on the "two way approach", "mutual benefits" and "collaborative model", which are different from the more traditional approaches to CE. The change in approach from needs-based to asset-based community development illustrates this shift in attitude.…”

Section: Community Levelmentioning

confidence: 99%

Higher Education in South Africa - A scholarly look behind the scenes

Bitzer¹

2009

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Shifting the paradigm: The need for assessment criteria for community engaged research in the visual arts

Cited by 5 publications

References 3 publications

Community Engaged Research as Relationship Building

Community Engaged Research as Relationship Building

Research Within the Context of Community Engagement

Higher Education in South Africa - A scholarly look behind the scenes

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