Tue, Nov 5, 2024
[Archive]
Volume 2, Issue 4 (DECEMBER ISSUE 2021)
johepal 2021, 2(4): 27-51 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Moore S A, Ciotti S. (2021). Praxis-Poiesis: University–Community Relationship in an Epoch of Uncertainty and Disruption. johepal. 2(4), 27-51. doi:10.52547/johepal.2.4.27
URL: http://johepal.com/article-1-150-en.html
URL: http://johepal.com/article-1-150-en.html
Abstract: (2769 Views)
This paper presents findings from a critical ethnographic study that spanned 3 years from 2018 to 2021 in a Canadian post-secondary context and engaged transdisciplinary quantum feminisms as a conceptual framework. The purpose of the study was to formulate an ethical frame of reference that could facilitate exchanges within university–community partnerships. This study was ongoing as the global COVID-19 pandemic unfolded, a time frame that also paralleled heightened social and political awareness of racial disparity in Canada, the United States, and around the globe. These factors prompted the authors to expand the scope of the project midway to also consider the impact of COVID-19 on university–community partnerships. Given this, a main research question guides this study: What qualifies university–community partnerships as ethical? It is contextualized by a secondary question: What is the impact of the COVID-19 pandemic on university–community partnerships? Findings from this study led to the development of an ethical frame of reference for university–community partnerships entitled Praxis-Poiesis: Intentional Allyship, Reciprocal Relationships, and Transilience.
Keywords: University–Community Partnerships, Ethics, Transdisciplinarity, Quantum Feminisms, COVID-19 Pandemic
Type of Study: Research |
Subject:
Special
Received: 2021/11/8 | Accepted: 2021/12/24 | Published: 2021/12/30
Received: 2021/11/8 | Accepted: 2021/12/24 | Published: 2021/12/30
References
1. Algoma University. (2021). Special mission. Available online at https://algomau.ca/special-mission/ [Article]
2. Augsburg, T. (2014). Becoming transdisciplinary: The emergence of the transdisciplinary individual. World Futures, 70(3-4), 233-247. [DOI]
3. Austen, I., & Bilefsky, D. (2021). Hundreds more unmarked graves found at former residential school in Canada. The New York Times. Available online at https://www.nytimes.com/2021/06/24/world/canada/indigenous-children-graves-saskatchewan-canada.html [Article]
4. Barad, K. (2007). Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. USA: Duke University Press.
5. Barad, K. (2012). On-touching: The inhuman that therefore I am. Differences: A Journal of Feminist Cultural Studies, 23(3), 206-223. [DOI]
6. Barad, K. (2014). Diffracting diffraction: Cutting together-apart. Parallax, 20(3), 168-187. [DOI]
7. Baum, H. S. (2000). Fantasies and realities in university–community partnerships. Journal of Planning Education and Research, 20(2), 234-246. [DOI]
8. Bernstein, J. H. (2015). Transdisciplinarity: A review of its origins, development, and current issues. Journal of Research Practice, 11(1), Article R1. [Article]
9. Blackstock, C. (2007). Residential schools: Did they really close or just morph into child welfare? Indigenous Law Journal, 6(1), 71-78.
10. Brock University. (2020). Fearon: We must find the turning point from anger and despair to hope and possibility. The Brock News. Available online at https://brocku.ca/brock-news/2020/06/fearon-we-must-find-the-turning-point-from-anger-and-despair-to-hope-and-possibility/ [Article]
11. Brock University. (2021a). Community Relations Newsletter. Available online at https://send.brocku.ca/t/ViewEmailArchive/r/CE1141BACB01BE602540EF23F30FEDED/C67FD2F38AC4859C/ [Article]
12. Brock University. (2021b). New teaching lodge to provide safe space for Indigenous ways of knowing. The Brock News. Available online at https://brocku.ca/brock-news/2021/06/new-teaching-lodge-to-provide-safe-space-for-indigenous-ways-of-knowing/ [Article]
13. Canada: 751 unmarked graves found at residential school. (2021). BBC News. Available online at https://www.bbc.com/news/world-us-canada-57592243 [Article]
14. Carleton University. (n.d.). Teaching and learning services. Available online at https://carleton.ca/tls/teaching-learning-and-pedagogy/community-engaged-pedagogy/ [Article]
15. Carspecken, P. F. (1996). Critical Ethnography in Educational Research: A Theoretical and Practical Guide. New York: Routledge.
16. Cecco, L. (2021). Canada discovers 751 unmarked graves at former residential school. The Guardian. Available online at https://www.theguardian.com/world/2021/jun/24/canada-school-graves-discovery-saskatchewan [Article]
17. Choi, B. C. K., & Pak, A. W. P. (2006). Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, services, education and policy: Definitions, objectives, and evidence of effectiveness. Clinical and Investigative Medicine, 29(6), 351-364.
18. Clarysse, L. B., & Moore, S. A. (2019). Silencing Indigenous knowledge systems: Analysis of Canadian educational, legal, and administrative practice. International Journal of Law and Public Administration, 2(1), 1-11. [DOI]
19. Dalhousie University. (n.d.). Community engagement. College of Sustainability. Available online at https://www.dal.ca/faculty/sustainability/community-engagement.html [Article]
20. Dickson, C., & Watson, B. (2021). Remains of 215 children found buried at former B.C. residential school, First Nation says. CBC News. Available online at https://www.cbc.ca/news/canada/british-columbia/tk-eml%C3%BAps-te-secw%C3%A9pemc-215-children-former-kamloops-indian-residential-school-1.6043778 [Article]
21. Doucet, A. (2018). Feminist epistemologies and ethics: Ecological thinking, situated knowledges, epistemic responsibilities. In R. Iphofen, & M. Tolich (Eds.), The Sage Handbook of Qualitative Research Ethics (pp. 73–88). Thousand Oaks, CA: SAGE Publications Inc. [DOI]
22. First Nations University of Canada. (2021). Vision & Mission. Available online at https://www.fnuniv.ca/about-us/mission-vision/ [Article]
23. Friesen, J. (2021). Facing insolvency, Laurentian University files for creditor protection. The Globe and Mail. Available online at https://www.theglobeandmail.com/canada/article-facing-insolvency-laurentian-university-files-for-creditor-protection/ [Article]
24. Government of Canada. (2021). Coronavirus disease (COVID-19): Prevention and risks. Available online at https://www.canada.ca/en/public-health/services/diseases/2019-novel-coronavirus-infection/prevention-risks.html [Article]
25. Griffiths, M. (2017). For speaking against silence: Spivak’s subaltern ethics in the field. Transactions of the Institute of British Geographers, 43(2), 299-311. [DOI]
26. Groulx, M., Nowak, N., Levy, K., & Booth, A. (2021). Community needs and interests in university-community partnerships for sustainable development. International Journal of Sustainability in Higher Education, 22(2), 274-290. [DOI]
27. Haverkort, B., & Reijntjes, C. (2007). The conference ‘moving worldviews’. In B. Haverkort, & C. Reijntjes (Eds.), Moving Worldviews: Reshaping Sciences, Policies and Practices for Endogenous Sustainable Development [Compas Series on Worldviews and Sciences 4], (pp. 10-14). Netherlands: ETC/Compas. [Article]
28. Hayward, J. (2021). More graves found at new site, Canadian Indigenous group says. NPR. Available online at https://www.npr.org/2021/07/01/1012100926/graves-found-at-new-site-canadian-indigenous-group-says [Article]
29. hooks, B. (2015). Talking Back: Thinking Feminist, Thinking Black (2nd ed.). New York: Routledge.
30. Juelskjaer, M. (2013). Gendered subjectivities of spacetimematter. Gender and Education, 25(6), 754-768. [DOI]
31. Kastrup, B. (2018). Should quantum anomalies make us rethink reality? Inexplicable lab results may be telling us we’re on the cusp of a new scientific paradigm. Scientific American. Available online at https://blogs.scientificamerican.com/observations/should-quantum-anomalies-make-us-rethink-reality/ [Article]
32. Kincheloe, J. L., & McLaren, P. (2005). Rethinking critical theory and qualitative research. In N. K. Denzin, & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (3rd ed.) (pp. 303-342). Thousand Oaks, CA: Sage Publications, Inc.
33. Kouri, S. (2020). Settler education: Acknowledgement, self-location, and settler ethics in teaching and learning. International Journal of Child, Youth and Family Studies, 11(3), 56-79. [DOI]
34. Lakehead University. (n.d.). Office of Community Programs. Available online at https://www.lakeheadu.ca/sites/default/files/uploads/855/Community%20Programs%20Overview.pdf [Article]
35. Leavy, P. (2011). Essentials of Transdisciplinary Research: Using Problem-Centered Methodologies. Walnut Creek, CA: Left Coast Press, Inc.
36. Luhmann, S., Johnson, J. L., & Dean, A. (2019). Introduction: Learning elsewhere? Critical reflections on university-community engagement as feminist praxis. In A. Dean, J. L. Johnson, & S. Luhmann (Eds.), Feminist Praxis Revisited: Critical Reflections on University–Community Engagement (pp. 1-20). Waterloo, Ontario: Wilfrid Laurier University Press.
37. Mahan, J. L., Jr. (1970). Toward transdisciplinary inquiry in the humane sciences [Doctoral dissertation, United States International University]. ProQuest Dissertations & Theses Global.
38. Marshall, Y., & Alberti, B. (2014). A matter of difference: Karen Barad, ontology and archaeological bodies. Cambridge Archeological Journal, 24(1), 19-36. [DOI]
39. Mitchell, R. C., & Moore, S. A. (2008). Introduction: Power, pedagogy and praxis – Towards common ground. In S. A. Moore, & R. C. Mitchell (Eds.), Power, Pedagogy and Praxis: Social Justice in the Globalized Classroom (pp. 1-17). The Netherlands: Brill. [DOI]
40. Mitchell, R. C., & Moore, S. A. (2015b). Muse, ruse, subterfuge: Transdisciplinary praxis in Ontario’s post-secondary bricolage? Review of Education, Pedagogy, and Cultural Studies, 37(5), 393-413. [DOI]
41. Mitchell, R. C., & Moore, S. A. (Eds.). (2015a). Planetary Praxis and Pedagogy: Transdisciplinary Approaches to Environmental Sustainability. The Netherlands: Brill.
42. Mitchell, T. L., Thomas, D., & Smith, J. A. (2018). Unsettling the settlers: Principles of a decolonial approach to creating safe(r) spaces in post‐secondary education. American Journal of Community Psychology, 62(3-4), 350-363. [DOI]
43. Montuori, A. (2013). Complexity and transdisciplinarity: Reflections on theory and practice. World Futures, 69(4-6), 200-230. [DOI]
44. Moore, S. A. (2006). Transdisciplinary approach to critical multicultural pedagogy in Canadian higher education. In D. Zinga (Ed.), Navigating Multiculturalism: Negotiating Change (pp. 126-139). United Kingdom: Cambridge Scholars Press.
45. Moore, S. A. (2018). Radical listening: Transdisciplinary, restorative justice and change. World Futures, 74(7-8), 471-489. [DOI]
46. Moore, S. A. (in press). Transdisciplinarity. In C. M. Orr, & A. Braithwaite (Eds.), Rethinking Women’s and Gender Studies - Volume II. New York: Routledge/Taylor and Francis.
47. Moore, S. A., & Duffin, K. (2020). On root/route: Engaging nature as therapeutic partner through land praxis in residential child care contexts. Scottish Journal of Residential Child Care, 19(1), 1–18.
48. Moore, S. A., & Mitchell, R. C. (2015). Introduction and overview of volume. In R. C. Mitchell & S. A. Moore (Eds.), Planetary Praxis and Pedagogy: Transdisciplinary Approaches to Environmental Sustainability (pp. 1-8). The Netherlands: Brill. [DOI]
49. Moore, S. A., Tulk, W., & Mitchell, R. C. (2005). Qallunaat crossing: The southern-northern divide and promising practices for Canada’s Inuit young people. First People’s Child & Family Review, 2(1), 117-129. [DOI]
50. Morcom, L. A. (2017). Indigenous holistic education in philosophy and practice, with wampum as a case study. Foro de Educación, 15(23), 121-138. [DOI]
51. Moreton-Robinson, A. (2000). Talkin’ Up to the White Woman: Aboriginal Women and Feminism. Australia: University of Queensland Press.
52. Mount Allison University. (2020). Mount Allison, Three Nations Education Group launch institute for transformational education. Available online at https://mta.ca/about/news/mount-allison-three-nations-education-group-launch-institute-transformational-education [Article]
53. Newton, P. (2021). Canada's reckoning after the discovery of mass graves at former schools. CNN. Available online at https://www.cnn.com/2021/06/29/world/meanwhile-in-america-june-29-intl/index.html [Article]
54. Nicolescu, B. (2007). Transdisciplinarity: Past, present and future. In B. Haverkort & C. Reijntjes (Eds.), Moving Worldviews: Reshaping Sciences, Policies and Practices for Endogenous Sustainable Development [Compas Series on Worldviews and Sciences 4], (pp. 142-166). The Netherlands: ETC/Compas. [Article]
55. Nicolescu, B. (2010). Methodology of transdisciplinarity - Levels of reality, logic of the included middle and complexity. Transdisciplinary Journal of Engineering & Science, 1, 17-32. [DOI]
56. Nkomo, S. M. (2020). Intersecting viruses: A clarion call for a new direction in diversity theorizing. Equality, Diversity and Inclusion, 39(7), 811-821. [DOI]
57. Noy, C. (2008). Sampling knowledge: The hermeneutics of snowball sampling in qualitative research. International Journal of Social Research Methodology, 11(4), 327-344. [DOI]
58. Ontario Federation of Indigenous Friendship Centres. (2016). USAI: Utility, Self-Voicing, Access, Inter-Relationality Research Framework. (2nd Edition). Available online at https://ofifc.org/wp-content/uploads/2020/03/USAI-Research-Framework-Second-Edition.pdf [Article]
59. Pratt-Clarke, M. (2012). A Black woman’s search for the transdisciplinary applied social justice model: Encounters with critical race feminism, Black feminism, and Africana studies. The Journal of Pan African Studies, 5(1), 83-102. [Article]
60. Probyn, E., & Evers, C. (2010). Introduction: Researching intimate spaces. Emotion, Space and Society, 3(1), 1-3. [DOI]
61. Ringrose, J., Warfield, K., & Zarabadi, S. (Eds.). (2019). Feminist Posthumanisms, New Materialisms and Education. United Kingdom: Routledge.
62. Robinson, O. C. (2014). Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative Research in Psychology, 11(1), 25-41. [DOI]
63. Röling, N. (2007). The role of science in anthropogenic uncertainty. In B. Haverkort & C. Reijntjes (Eds.), Moving Worldviews: Reshaping Sciences, Policies and Practices for Endogenous Sustainable Development [Compas Series on Worldviews and Sciences 4], (pp. 167-190). Netherlands: ETC/Compas. [Article]
64. Sandlin, J. A., O’Malley, M. P., & Burdick, J. (2011). Mapping the complexity of public pedagogy scholarship: 1894-2010. Review of Educational Research, 81(3), 338-375. [DOI]
65. Smith, L. T. (2012). Decolonizing Methodologies: Research and Indigenous Peoples (2nd ed.). United Kingdom: Zed Books Ltd.
66. Somerville, M., & Rapport, D. J. (Eds.). (2000). Transdisciplinarity: Recreating Integrated Knowledge. United Kingdom: EOLSS Publishers.
67. Spivak, G. C. (2010). “Can the subaltern speak?” Revised edition, from the “history” chapter of critique of postcolonial reason. In R. C. Morris (Ed.), Can the Subaltern Speak? Reflections on the History of an Idea (pp. 21–80). New York: Columbia University Press.
68. Stark, W. (2017). Assembled bodies: Reconfiguring quantum identities. The Minnesota Review, (88), 69-82. [DOI]
69. Strier, R. (2011). The construction of university–community partnerships: Entangled perspectives. Higher Education. 62, 81-97. [DOI]
70. Stull, R. B. (1984). Transilient turbulence theory. Part I: The concept of eddy-mixing across finite distances. Journal of the Atmospheric Sciences, 41(23), 3351-3367. [DOI]
71. Taylor, D. B. (2021). George Floyd protests: A timeline. The New York Times. Available online at https://www.nytimes.com/article/george-floyd-protests-timeline.html [Article]
72. Treleaven, S. (2018). How Canadian universities are responding to the TRC's Calls to Action. Maclean’s. Available online at https://www.macleans.ca/education/how-canadian-universities-are-responding-to-the-trcs-calls-to-action/ [Article]
73. Truth and Reconciliation Commission of Canada. (2015a). Honouring the Truth, Reconciling for the Future: Summary of the Final Report of the Truth and Reconciliation Commission of Canada. Available online at https://irsi.ubc.ca/sites/default/files/inline-files/Executive_Summary_English_Web.pdf [Article]
74. Truth and Reconciliation Commission of Canada. (2015b). The Survivors Speak: A Report of the Truth and Reconciliation Commission of Canada. Available online at https://publications.gc.ca/collections/collection_2015/trc/IR4-5-2015-eng.pdf [Article]
75. Université Laval. (n.d.). Engagement. Available online at https://www.ulaval.ca/en/about-us/strategic-plan/engagement [Article]
76. University of Calgary. (2021). Community Engagement: Integrating UCalgary with the Community. Available online at https://www.ucalgary.ca/community/home [Article]
77. University of Manitoba. (n.d.). Working in Good Ways. Available online at https://umanitoba.ca/community-engaged-learning/working-in-good-ways [Article]
78. University of Toronto. (2021). Centre for Community Partnerships. Student Life. Available online at https://studentlife.utoronto.ca/department/centre-for-community-partnerships/ [Article]
79. University of Victoria. (n.d.). Office of Indigenous academic and community engagement. international resources. Available online at https://www.uvic.ca/services/indigenous/ [Article]
80. University of Waterloo. (n.d.). Community Relations: Welcome to Community Relations. Available online at https://uwaterloo.ca/community-relations/ [Article]
81. University of Windsor. (n.d.). Research Partnerships with the University of Windsor. Research Partnerships. Available online at https://www.uwindsor.ca/research-partnerships/ [Article]
82. University of Winnipeg. (n.d.). Community Learning. Indigenous UWinnipeg. Available online at https://www.uwinnipeg.ca/indigenous/for-community/community-learning/index.html [Article]
83. Wortham-Galvin, B. D., Allen, J. H., & Sherman, J. D. B. (Eds.). (2017). Sustainable Solutions: University–Community Partnerships. London, UK: Routledge.
84. York University. (n.d.). York University - TD Community Engagement Centre. Available online at https://cec.info.yorku.ca/ [Article]
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
