Community-university engagement: the Philippi CityLab in Cape Town and the challenge of collaboration across boundaries

Brown-Luthango, Mercy

doi:10.1007/s10734-012-9546-z

Cited by 42 publications

(23 citation statements)

References 21 publications

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“…She concludes that 'the experience of the Philippi CityLab also shows that stakeholders should not be naıve about the time, effort and investment which these kinds of engagements require and the difficulty of establishing, maintaining and sustaining genuine, mutually beneficial university-community collaborations'. Furthermore, a truly engaged scholarship requires a significant transformation of the institutional context within universities in order to not only facilitate and support, but also reward research which seeks closer collaboration between universities and communities (Brown-Luthango, 2013).…”

Section: New Teaching Methods In the Faff Included Seminar Classes Smentioning

confidence: 99%

“…The Dynamics of Science and Research in Contemporary Societies', while not disregarding the importance of Mode 1 knowledge production, appeals for a new form of knowledge production which is transdisciplinary, application-oriented, socially accountable, reflexive and context-sensitive, in other words 'knowledge has to be produced in the context of application involving a much broader range of perspectives' (Gibbons, 2000). Mode 2 knowledge production requires stronger collaboration between academia and a host of other actors, including practitioners, policy-makers and community-based actors (Brown-Luthango, 2013).…”

Section: Institutional Responses -A Literature Reviewmentioning

confidence: 99%

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University transformation and regional development

Blume

2014

MSKN

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Faced with government pressure to transform themselves into research institutions, Ecuador's universities confront a major challenge. Based on a review of the English language literature, this paper attempts to pull together some of the things that can be learned from the experiences of other universities, in other countries, that have been required to adopt new missions and roles. The paper argues that such transformations have implications for an institution's structure and governance, but still more fundamentally for its culture. For transformation to be effective, it must involve rethinking existing (and perhaps long-established) ways of doing things, including how and by whom decisions are made, and how students are taught. Links with regional and community organizations need to be developed, because these can provide a valuable catalyst for change. RESUMENFrente a la presión del gobierno para transformarse en instituciones de investigación, las universidades de Ecuador se enfrentan a un gran desafío. Basado en una revisión de la literatura en inglés, este trabajo intenta reunir algunas de las cosas que pueden ser aprendidas de las experiencias de otras universidades, en otros países, a las que se le han requerido la adopción de nuevas misiones y roles. Este documento sostiene que tales transformaciones tienen implicancias para la estructura y el gobierno de una institución, pero todavía más fundamentalmente para su cultura. Para que una transformación sea efectiva, debe tener en cuenta la necesidad de repensar las formas existentes (y quizás establecidas hace mucho tiempo) de hacer las cosas, incluyendo cómo y por quién son tomadas las decisiones, y cómo se enseña a los estudiantes. Vínculos con organizaciones regionales y comunitarias deben ser desarrollados, dado que estos pueden proporcionar un valioso catalizador para el cambio. Palabras clave: Universidades; papeles: desarrollo regional; demanda de la comunidad; cultura organizacional.

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Section: New Teaching Methods In the Faff Included Seminar Classes Smentioning

confidence: 99%

Section: Institutional Responses -A Literature Reviewmentioning

confidence: 99%

University transformation and regional development

Blume

2014

MSKN

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“…For example, Wiebe (2015), in her work with Indigenous communities to co-create knowledge and advance environmental justice, reminds us that decolonizing engagement and working toward social change in the context of ongoing colonization is no simple feat. Another risk is that community partners can easily become overburdened by multiple engagement efforts, which can entail substantial time in meetings and training with students and faculty members (Brown-Luthango 2013). Another is that disparate, faculty-driven research agendas can easily come to drive the focus of community-university research 3 Critical CES engages mutually beneficial, authentic, reciprocal partnerships between universities and communities with the aim of collaboratively developing and applying critically conscious knowledge to consequential public issues to make society more racially and socially just (Da Cruz 2018, p. 379).…”

Section: Strengths and Limitations Of Community-university Collaboratmentioning

confidence: 99%

Towards a Framework for Building Community-University Resilience Research Agendas

et al. 2018

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In this paper, we ask: "How can we scope multiyear, multiscalar community-university collaborations that draw on the university's diverse resources and contribute to community resilience"? We approach this question by presenting the development and application of the Advancing Collaborative Transdisciplinary Scholarship Framework (the "ACTS Framework") which we argue has been successful at helping us better understand, foster, and work towards communities' resilience. The ACTS Framework, informed by our collective expertise in critical community-engaged scholarship (CES) and community resilience, contributes to knowledge and practice in critical CES, in particular by providing guidance for scoping and sustaining complex community-university collaborations. The structured yet iterative process involved in the framework development and application affirms and extends the work of other scholars interested in the links between CES and community resilience. Our contributions offer two other important practices-centring community concerns and facilitating cross-project collaboration-to critical CES knowledge and practice and highlight two promising practices of linking structures that facilitate community-university collaborations-specifically, a well-organized institutional memory and holding and bridging relationships.

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“…In the emerging field of engaged scholarship, numerous terms define this field of inquiry: "engaged scholarship" (Franz, 2009;Sandmann 2007), "the scholarship of engagement" (Boyer, 1996 and1997;Barker, 2004;Sandmann, 2008 andCheckoway 2013), "the scholarship of outreach and engagement" (Simpson, 2000), "community engagement" (Bernardo et al, 2013), "community-university engagement" (Brown-Luthango, 2013), "university-community engagement" (Onyx, 2008;Winter et al, 2005), "communityengaged scholarship" (Calleson, 2005), and "public engagement" (Flower, 2008) among others. In the present study, we view engaged scholarship as a two-way relationship between academia and community, in which collaboration between academia and community (on local, regional, national, or international levels) is focused on "the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity" (Carnegie Foundation).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Ukrainian Language Education Network: A Case of Engaged Scholarship

Nedashkivska¹,

Білаш²

2015

ESJ

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The study explores one longitudinal case of engaged scholarship, the collaborative practices in the Ukrainian language educational network from the 1970s to the present. The focus is on the Ukrainian Language Education Centre (ULEC) at the University of Alberta, which over almost four decades has worked with the community in the development of Ukrainian education by keeping approaches to language learning and its use on the cutting edge of practice. Over the years, ULEC engaged with the community seeking to respond to the community's needs. Past and present practices of ULEC and its partners are studied through the prism of the engaged scholarship framework (Boyer, 1996;Barker, 2004;Sandmann 2008Sandmann , 2009). These practices are analyzed through three strands of engagement: purposes, processes, and products, which are defined, explored, and discussed. The study also describes engaged scholarship projects related to Ukrainian language education currently being conducted by ULEC, with a focus on collaboration with communities in the production of knowledge and their potential for strengthening a network of reciprocity.

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Community-university engagement: the Philippi CityLab in Cape Town and the challenge of collaboration across boundaries

Cited by 42 publications

References 21 publications

University transformation and regional development

University transformation and regional development

Towards a Framework for Building Community-University Resilience Research Agendas

Ukrainian Language Education Network: A Case of Engaged Scholarship

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