Critical Community Pratice: An Introduction to the Special Section

Evans, Scotney D.; Kivell, Natalie; Haarlammert, Miryam; Malhotra, Krithika; Rosen, Adam

doi:10.33043/jsacp.6.1.1-15

Cited by 11 publications

(4 citation statements)

References 39 publications

(35 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This story tells why, when, and how we transitioned from individual adult learners to a critical community (Bettez, 2011;Evans et al, 2014) of comparative and international education scholars with womanist commitments (Walker, 1983(Walker, /2003) and a common interest in curricular design working together in a virtual environment to actualize an immersive Study Abroad Program with an overseas component in Ghana. This story of our beginnings is told in five non-linear, time-defying parts that cohere into a whole narrative illuminating how we held one another in that virtual space, which helped us survive a difficult period of time characterized by the COVID-19 outbreak.…”

Section: Anansesɛm: a Story Of Usmentioning

confidence: 99%

The Virtual Geography of Afrodiasporic Womanist Love: Black Women Critical Educators Collectively Cultivating Solidarity and (En)countering Loneliness Online

Ohito,

Dunn,

Green

et al. 2023

New Horizons in Adult Education and Human Resource Development

View full text Add to dashboard Cite

In this multimodal article, we respond to the pervasive erasure of Black women’s knowledge-making practices and pedagogies in academic literature writ large while illustrating the use of creative methods for making meaning of community, connection, sociality, and solidarity, in virtual or online adult learner education spaces. We begin by narrating how our collective of U.S.-based Black women comparative and international education scholar-practitioners lovingly banded together for a Study Abroad Program. We theorize the diasporic Blackness undergirding our womanist love of one another as a spatial, relational, corporeal, and political force helpful for cultivating critical community and affective solidarity in our virtual geographic context. Then, using kitchen-table talk as a reflexive method of inquiry, we probe the particularities of that Afrodiasporic womanist love—the energy cohering our collective in an online environment—as noun and verb: a source of sustenance, a reprieve from loneliness during the COVID-19 pandemic, and a care-full comforting and healing practice. We locate our theorizing in the genealogy of Black feminist thought, and to interrogate how Afrodiasporic womanist love is shaped by and situated in time, space, and body(ies), we explore our geohistories and legacies. We conclude by reflecting on how, in addition to building solidarity, Afrodiasporic womanist love helped us form a supportive critical community online that provided sanctuary as we (re)conceptualized justice, freedom, and humanity in our individual and collective praxis vis-à-vis the intimacy, authenticity, and vulnerability demanded by this type of Black love.

show abstract

Section: Anansesɛm: a Story Of Usmentioning

confidence: 99%

The Virtual Geography of Afrodiasporic Womanist Love: Black Women Critical Educators Collectively Cultivating Solidarity and (En)countering Loneliness Online

Ohito,

Dunn,

Green

et al. 2023

New Horizons in Adult Education and Human Resource Development

View full text Add to dashboard Cite

show abstract

“…Critical community practice challenges policies, practices, and change goals grounded in institutional power (Pyles, 2020). It seeks to eliminate policies and practices that perpetuate oppression (Evans et al, 2014).…”

Section: Literature Review: Grounded Theory Critical Grounded Theory ...mentioning

confidence: 99%

Applying Critical Grounded Theory to Community Intervention Development Methodology: Designing the Critical Difference Engagement Approach

Sawyer

Brady

2022

International Journal of Qualitative Methods

View full text Add to dashboard Cite

Multiple factors contribute to community practice’s ongoing challenge of developing effective, evidence-informed, and socially just practice interventions. Currently, rationally driven systematic reviews dominate intervention design and development in various interprofessional applied health and human service fields, including community practice. As a result, community interventions often undergo significant development outside complex community contexts in which social problems manifest. Drawing from a case example of one author’s participation in a community engaged intervention development study based on mobilizing across differences, this piece advances an inclusive approach to community-based participatory intervention development driven by critical grounded theory. Undergirded by critical research perspectives, the article offers an early-stage intervention development methodology derived from the field in collaboration with community practitioners and resident leaders. Built upon existing interdisciplinary scholarship, it blends prominent intervention development frameworks, participatory research approaches, and critical grounded theory methods. Authors aim to aid scholars, practitioners, and community leaders in developing socially just, inclusive, and contextually relevant intervention approaches that originate from within communities directly impacted by social problems.

show abstract

“…The counseling field's commitment to social justice and action has extended not only to communitybased practice (e.g., see Evans, Kivell, Haarlammert, Malhotra, & Rosen, 2014), but to college and university counseling center environments as well. Although the history of counseling centers included a commitment to primary prevention (Clauss-Ehlers & Parham, 2014), many practitioners have suggested that effective services for a diverse university community will require counseling centers to change their fundamental views of counseling and expand the range of roles they are willing to play in serving the campus community (Archer & Cooper, 1998;Jackson, 2009;Resnick, 2006;Smith, Baluch, Bernabei, Robohm, & Sheehy, 2003).…”

Section: University and College Counseling Centers' Commitment To Social Justice Activitiesmentioning

confidence: 99%

University and College Counseling Centers' Commitment to Social Justice

Vera

Phillips

Speight

et al. 2016

jsacp

View full text Add to dashboard Cite

The aim of this study was to examine social justice activities of university and college counseling centers. Seventy center directors provided data on their centers’ commitment to social justice activities, the existence and type of prevention services offered, and other indications of social justice efforts. Findings revealed that a vast majority of centers were committed to and engaged in a variety of social justice-related activities, regardless of their staff composition. Size of university was a significant predictor of only selfrated commitment to social justice.

show abstract

Critical Community Pratice: An Introduction to the Special Section

Cited by 11 publications

References 39 publications

The Virtual Geography of Afrodiasporic Womanist Love: Black Women Critical Educators Collectively Cultivating Solidarity and (En)countering Loneliness Online

The Virtual Geography of Afrodiasporic Womanist Love: Black Women Critical Educators Collectively Cultivating Solidarity and (En)countering Loneliness Online

Applying Critical Grounded Theory to Community Intervention Development Methodology: Designing the Critical Difference Engagement Approach

University and College Counseling Centers' Commitment to Social Justice

Contact Info

Product

Resources

About