Communities of knowledge and knowledge of communities: An appreciative inquiry into rural wellbeing

Kevany, Kathleen; MacMichael, Margaret

doi:10.5130/ijcre.v7i1.3392

Cited by 12 publications

(6 citation statements)

References 23 publications

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“…This sharing fits with being an engaged intellectual and with the concept of Community of Practice (Kevany & MacMichael, 2014;Wenger, 1998). Communities of practice are groups of people, which are often loosely knit, bound together by the pursuit of mutual interests, goals, and endeavours.…”

Section: Building Communitymentioning

confidence: 59%

“…To summarize this section on who are the heroes in social change, we want to include everyone, to value everyone's participation. That is the essence of the concept of Community of Practice (Kevany & MacMichael, 2014;Wenger, 1998). Everyone, regardless of whether they are a novice or an expert, regardless of whether they are a celebrity or a"nobody," is valued, is informed, is welcome to voice their views.…”

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confidence: 99%

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How to be an engaged intellectual: Case studies and reflections

Jacobs¹

2020

JML

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Engaged intellectuals, for the purposes of this paper, are academics who ask themselves what they can do to maximize the role of their academic and other activities in making the world a better place. This paper recounts and reflects on the experiences of the author and others as they have attempted to put their academic and other skills and understandings to the service of the greater good. These experiences touch on such areas as wildlife conservation, gendered images, the relative role of individuals in social change, Social Interdependence Theory, student centered education, free online publications, Creative Commons, Communities of Practice, organizations of intellectuals, poverty alleviation, plant-based eating, and the Fourth Industrial Revolution. The paper also discusses the author's own sizeable inadequacies in his attempts to be an engaged intellectual and the difficulties academics face in changing the world from their place in academia. The author concludes by encouraging intellectuals to make frequent trips outside the familiar comforts of the ivory tower to engage with others in using the many wonders of the modern and natural world to address the many challenges we face.

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Section: Building Communitymentioning

confidence: 59%

mentioning

confidence: 99%

How to be an engaged intellectual: Case studies and reflections

Jacobs¹

2020

JML

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“…At the same time, research suggests that loneliness poses a significant obstacle for students (Richardson, Elliott, & Roberts, 2017). Development of Communities of Practice (Kevany & MacMichael, 2014;Wenger, 1998) offers a student-centered approach that may overcome separation and loneliness. Communities of Practices build common interest and purpose among disparate groups of people, including students and teachers.…”

Section: Benefits Of Student-created Booksmentioning

confidence: 99%

Helping Students Create Their Own Books the Dialogic Way

Jacobs

2020

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This article explores one technique that is consistent with the student-centered paradigm in language education: student-generated books. First, benefits of student-generated are dis-cussed. Then, the article explores the crucial area of maintaining student ownership of their own books. The next topic explained in the article is why dialog is important as the students are developing their books. Finally, it is suggested that book creation works for students of all ages and levels, with examples given of students at the early childhood level and of second language students at university level.

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“…The best understanding of communities and of the lives of the community members can be obtained from the community members themselves. They are the experts about their lives and communities and are aware of what is, and is not, working (Kevany & MacMichael, 2014).…”

Section: Intercultural Participatory Processes To Project Developmentmentioning

confidence: 99%

Using Culturally Appropriate Approaches to the Development of KidsMatter Resources to Support the Social and Emotional Wellbeing of Aboriginal Children

Smith

O'Grady

Cubillo

et al. 2017

Australian Psychologist

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Objective: KidsMatter identified a need for resources to support the social and emotional wellbeing of Aboriginal children. This case study describes the intercultural processes underpinning the development of the KidsMatter Aboriginal Project. Method: The project was guided by the principles of participatory action, narrative therapy, and critically reflective practice and aimed to define Aboriginal social and emotional wellbeing from the perspective of Aboriginal peoples. Workshops were held with Aboriginal cultural consultants across two phases. The consultants worked collaboratively with the project team to develop a series of animations and supporting resources for Aboriginal families, and early childhood and primary school educators. Workshop outcomes and themes were provided to Indigenous psychologists for comment and comparison with the available literature. Separate consultations were held with school, early childhood, and health and community professionals, and Aboriginal family group members to consider use of the resources in professional settings. Results: The project resulted in the development of a suite of culturally relevant and professional learning tools to support the social and emotional wellbeing of Aboriginal children. The tools are designed for use by Aboriginal families, schools, early childhood, and health and community services and are reflective of key themes raised by relevant literature and community representatives. Conclusion: The principles of participatory action, narrative therapy, and critically reflective practice can guide culturally safe practice and project outcomes when working with Aboriginal social and emotional wellbeing. The combination of first-hand community knowledge and evidence-based literature assists align projects with National Practice Standards in Mental Health.

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Communities of knowledge and knowledge of communities: An appreciative inquiry into rural wellbeing

Cited by 12 publications

References 23 publications

How to be an engaged intellectual: Case studies and reflections

How to be an engaged intellectual: Case studies and reflections

Helping Students Create Their Own Books the Dialogic Way

Using Culturally Appropriate Approaches to the Development of KidsMatter Resources to Support the Social and Emotional Wellbeing of Aboriginal Children

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