Why ‘Where’ Matters: Exploring the Role of Space in Service-Learning

Bailey, Megan Snider

doi:10.3998/mjcsloa.3239521.0024.104

Cited by 3 publications

(2 citation statements)

References 20 publications

(24 reference statements)

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“…Community engagement and service learning practitioners are increasingly theorizing and attending to place as a way to deepen student learning, develop stronger connections with the communities we engage with, and more fully analyze how power is inscribed in community geographies (Bailey, 2017;Clark & Young, 2005;Gruenewald, 2003;Siemers et al, 2015;Yamamura & Koth, 2018). For instance, Gruenewald's (2003) "placeconscious" approach to service learning assumes that places are never neutral.…”

Section: Critical Community Engagement In Placementioning

confidence: 99%

Race, Power, and Place: Lakota Lessons from Pine Ridge Reservation

Carwile¹

2021

Michigan Journal of Community Service Learning

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Drawing on three years of partnership with residents of the Pine Ridge Reservation in South Dakota, I discuss some of the insights and challenges of working toward a critical community engagement that is antiracist, anti-colonial, and "place-engaged" (Siemers et al., 2015). I specifically reflect on how the bridging of academic practice with Indigenous models of teaching and learning can offer a powerful way to center social justice in community engagement work. I model this approach by discussing academic concepts and pedagogies used in the classroom alongside Lakota concepts and stories shared during our engagement. I then include the voices of students as they critically reflect on lessons of racial privilege, Indigenous survivance, and reciprocity/allyship. Lastly, this article is my own attempt at some form of reciprocation, as a way to respond to the common expectation that many Lakota elders/teachers expressed during our time with them-that we share these lessons beyond the Reservation.

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Section: Critical Community Engagement In Placementioning

confidence: 99%

Race, Power, and Place: Lakota Lessons from Pine Ridge Reservation

Carwile¹

2021

Michigan Journal of Community Service Learning

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“…The themes of space and time and community engagement have surfaced within the Michigan Journal of Community Service Learning previously, albeit independently from one another. Bailey (2017), also citing Harvey, has interpreted detected enhanced impacts on her students' learning in a service-learning course by paying close attention to the way that inequalities are spatialized and to how students re-think their social location through traversing the spaces/places of this inequality throughout the length of their placements. From another perspective, Tryon et al (2008) consider the difficulties in short-term service-learning efforts based on the academic term and how they contrast with longer time frames of community work and effects in their exploration of the negotiation of time as a key constituent of service-learning partnerships between communities and postsecondary institutions.…”

Section: Social Theories Of Space-times and Social Practicesmentioning

confidence: 99%

Accounting for Community Impact: Thinking Across the Spaces and Times of a Seven-year Pan-Canadian Community-based Research Project

Peacock¹,

Andrée²,

Levkoe³

et al. 2020

Michigan Journal of Community Service Learning

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Governments and private funders are placing increasing demands on postsecondary institutions and community-based organizations to account for the impacts from their collaborative research and learning efforts. In this article, we explore how best to account for impacts arising from the Community First: Impacts of Community Engagement project (CFICE; 2012-2019), a collaboration of over 30 postsecondary institutions and 60 community partners from across Canada. In doing so, we note the strengths and, in particular, the weaknesses of the theory of change rationalist approach to evaluation in tracking impacts favored by funders. Seeking a more thorough understanding of how community-campus engagement activities impact collaborators, we turn to the theories of David Harvey, Basil Bernstein, and Norman Fairclough for a deeper account of the space-times of social practices and of how social change actually occurred in three examples of CFICE activity. We argue that rationalist program planning and evaluation models with currency in community-campus engagement activities need supplementing with more nuanced and theoretical accounts of how community impacts and social change actually happen over time within complex and multi-scalar contexts. Such scholarship can better inform funding agendas that do not always seek to place communities first.

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High-impact educational practices in the arts and post-college community engagement

Hwang

Kim

2022

Local Development & Society

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Why ‘Where’ Matters: Exploring the Role of Space in Service-Learning

Cited by 3 publications

References 20 publications

Race, Power, and Place: Lakota Lessons from Pine Ridge Reservation

Race, Power, and Place: Lakota Lessons from Pine Ridge Reservation

Accounting for Community Impact: Thinking Across the Spaces and Times of a Seven-year Pan-Canadian Community-based Research Project

High-impact educational practices in the arts and post-college community engagement

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