Towards a Framework for Building Community-University Resilience Research Agendas

Levac, Leah; Parizeau, Kate; Varghese, Jeji; Morton, Mavis; Jackson, Elizabeth; Hawkins, Linda

doi:10.3390/socsci7120260

Cited by 6 publications

(1 citation statement)

References 45 publications

(65 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Many of these health (e.g., elevated risk of chronic and communicable diseases) [ 18 – 21 ]), socioeconomic (e.g., elevated levels of unemployment and poverty) [ 19 , 22 – 24 ], and social (e.g., racism and discrimination) [ 19 , 22 – 24 ]) inequities can be traced back to the long-term impacts of assimilation, colonization, residential schools, and a lack of access to healthcare [ 19 , 20 , 22 – 24 ]. To bridge this gap, and more importantly, to work towards Truth and Reconciliation [ 25 ], work with Indigenous Peoples must be community-driven, and community-academia relationship building is essential before exploring co-conceptualization of initiatives [ 26 ].…”

Section: Introductionmentioning

confidence: 99%

A guiding framework for needs assessment evaluations to embed digital platforms in partnership with Indigenous communities

Bhawra

Buchan

Green³

et al. 2022

PLoS ONE

View full text Add to dashboard Cite

Introduction In community-based research projects, needs assessments are one of the first steps to identify community priorities. Access-related issues often pose significant barriers to participation in research and evaluation for rural and remote communities, particularly Indigenous communities, which also have a complex relationship with academia due to a history of exploitation. To bridge this gap, work with Indigenous communities requires consistent and meaningful engagement. The prominence of digital devices (i.e., smartphones) offers an unparalleled opportunity for ethical and equitable engagement between researchers and communities across jurisdictions, particularly in remote communities. Methods This paper presents a framework to guide needs assessments which embed digital platforms in partnership with Indigenous communities. Guided by this framework, a qualitative needs assessment was conducted with a subarctic Métis community in Saskatchewan, Canada. This project is governed by an Advisory Council comprised of Knowledge Keepers, Elders, and youth in the community. An environmental scan of relevant programs, three key informant interviews, and two focus groups (n = 4 in each) were conducted to systematically identify community priorities. Results Through discussions with the community, four priorities were identified: (1) the Coronavirus pandemic, (2) climate change impacts on the environment, (3) mental health and wellbeing, and (4) food security and sovereignty. Given the timing of the needs assessment, the community identified the Coronavirus pandemic as a key priority requiring digital initiatives. Conclusion Recommendations for community-based needs assessments to conceptualize and implement digital infrastructure are put forward, with an emphasis on self-governance and data sovereignty.

show abstract

Section: Introductionmentioning

confidence: 99%

A guiding framework for needs assessment evaluations to embed digital platforms in partnership with Indigenous communities

Bhawra

Buchan

Green³

et al. 2022

PLoS ONE

View full text Add to dashboard Cite

show abstract

Processes of Green Knowledge and Innovation at Universities

Liyanage

2022

Producing Green Knowledge and Innovation

View full text Add to dashboard Cite

Principles in Practice

Morton

Varghese

Jackson

et al. 2022

Research Anthology on Service Learning and Community Engagement Teaching Practices

View full text Add to dashboard Cite

This chapter offers faculty and institutional leaders a set of principles and practical approaches for designing and supporting courses that develop and mentor emerging community engaged scholars at the undergraduate and graduate levels. The learning outcomes and design features of these courses provide students with opportunities to develop knowledge, skills, and values that are required for undertaking ethical sustainable critical community engaged scholarship (CCES). The chapter begins with an overview of the CCES framework that guides the authors' specific courses and thier commitments to supporting the development of community-engaged scholars more broadly. The chapter describes several courses that share the CCES framework but vary by size, disciplinary foundation, and engaged-learning approach. These courses are used to consider the development of students' capacities and values, the interplay between CCES and pedagogical best practices, and the role of institutional supports in enabling CCES and navigating institutional challenges to community-engaged teaching and learning.

show abstract

Towards a Framework for Building Community-University Resilience Research Agendas

Cited by 6 publications

References 45 publications

A guiding framework for needs assessment evaluations to embed digital platforms in partnership with Indigenous communities

A guiding framework for needs assessment evaluations to embed digital platforms in partnership with Indigenous communities

Processes of Green Knowledge and Innovation at Universities

Principles in Practice

Contact Info

Product

Resources

About