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This volume offers replicable approaches for centering equity as a core value in campus-community relationships.
Through interrogation of contemporary practice, chapter authors examine the many ways in which equity is deliberately centered in community relationships, practices, research, and pedagogies, thereby accounting for how equity is defined, perceived, and shaped across diverse cultures, perspectives, and institutions. With a focus on relationship-building as a pathway to meaningful community engagement, contributors reflect on successes, obstacles, and moments of vulnerability, describing how relationships were initiated and lessons learned to ensure equitable values were centered and upheld. The text concludes with a meaningful discussion on the implications of these practices and the future of this work, equity continues to be a foundational element of any community-campus partnership.
This book will be an essential resource for academics and communities alike, particularly community partners, graduate students, scholars, and faculty who seek to center equity within their community engaged work.
Table des matières
Part 1: Frameworks of Equitable Community Engagement 1. Sites of Resistance, Sites of Healing: Equitable Community Engagement Through Local Resident Engagement 2. Putting The 6 Rs Into Practice: Building an Equitable Collaboration Between Indigenous Communities and a Western University 3. Research Engagement Readiness: Preparing Community and Academic Partners for Bidirectional Engagement and Equitable Partnership
Part 2: Equitable Values and Principles in Community Engagement 4. Nurturing the
V¿ in Community-Campus Partnerships with the S¿moan Community in Oceanside, CA 5. Building Equity Through Partnership: Developing a Rural Health Equity Resource Hub for Gender-Based Violence Survivors in Rural Western Kansas 6. Literacy as a Weapon: Empowering Black Youth Through Equitable Community Engagement 7. Equitable Community Engagement: A Case Study on Blending Social Impact and Social Justice Perspectives in Service-Learning Contexts
Part 3: Centering Equity through Authentic Relationships and Co-Design Approaches 8. Toward Epistemic and Environmental Equity in Campus/Community Relationships 9. Solutions Not Studies: Lessons Learned and Suggestions for Co-Produced Arctic Research 10. Detroit's Climate Justice Journey: Centering Community Empowerment in University Partnerships 11. Bridging Cultures: Equitable Academic-Community Engagement in West Philadelphia
Part 4: Lessons Learned through Tensions and Obstacles 12. Dancing Toward Equity: Decolonizing Land Grant Engagement with Indigenous Communities 13. Equity and Belonging in Community Archiving: The Arkansas Chinese Heritage Project 14. Navigating Power, Equity, and Co-creation in a Community-University Partnership: Critical Reflections on the Long-term Relationship between Dudley Street Neighborhood Initiative and Tufts University 15. From Students to Partners: Negotiating Equity in Community Engagement Projects Between First-Year College Students and Early-Career Professional Community Partners
Part 5: The Institutionalization of Equity as Pathway to Sustainability 16. Field Experience in a Third Space: Centering Equity and the Voices of Community-Based Partners in an Introductory Field Experience for Novice Teacher Candidates 17. Grounded in Community: Transformative Relationships in an Evolving Campus-Community Partnership for Equity 18. Building an Equitable Community-Campus Relationship through Exploring the Great Things Together: The Experience of Collaborative Badlands USR in Taiwan
A propos de l'auteur
Karla Bird is Tribal Outreach/Relations Specialist at the University of Montana.
Suchitra V. Gururaj is the inaugural Assistant Vice President for Community and Economic Engagement at The University of Texas at Austin.
Sara B. Moore is Chair and Associate Professor of Sociology at Salem State University.
Andrea Robles is a sociologist at the Office of Research and Evaluation at AmeriCorps.
Cindy Vincent Claar is Director of Strategic Initiatives and Communication at Boston University.
