This book is based on a three-year international comparative study on poverty reduction and sustainability strategies . It provides evidence from twenty case studies around the world on the power and potential of community and higher education based scholars and activists working together in the co-creation of transformative knowledge. Opening with a theoretical overview of knowledge, democracy and action, the book is followed by analytical chapters providing lessons learned and capacity building, and on the theory and practice of community university research partnerships. It also includes lessons on models of evaluation, approaches to measuring the impact and an agenda for future research and policy recommendations. The book overviews the concept of engaged scholarship and then moves to focus on community-university research partnerships. It is based on a global empirical study of the role of community-university research partnerships within the context of poverty alleviation, the creation of sustainable societies and, broadly speaking, the Millennium Development Goals. The book frames the contribution of community-university research partnerships within a larger knowledge democracy framework, linking this practice to other spaces of knowledge democracy. These include the open access movement, new acceptance of the methods of community-based and participatory research and the call for cognitive justice or the need for epistemologies of the Global South. It takes a particular look at the variety of structures that have been created in the various universities and civil society research organizations to facilitate and enhance research partnerships.
In its contributions to the study of material social differences, queer theoretical writing has mostly assumed that any ideas which embody 'difference' are valuable. More than this, where it is invoked in contemporary theory, queerness is often imagined as synonymous with difference itself. This book uncovers an alternative history in queer cultural representation. Through engagement with works from a range of queer literary genres from across the long twentieth century – fin-de-siècle aestheticism, feminist speculative fiction, lesbian middle-brow writing, and the tradition of the stud file – the book elucidates a number of formal and thematic attachments to ideas that have been denigrated in queer theory for their embodiment of sameness: uselessness, normativity, reproduction and reductionism. Exploring attachments to these ideas in queer culture is also the occasion for a broader theoretical intervention: Same Old suggests, counterintuitively, that the aversion they inspire may be of a piece with how homosexuality has been denigrated in the modern West as a misguided orientation towards sameness. Combining queer cultural and literary history, sensitive close readings and detailed genealogies of theoretical concepts, Same Old encourages a fundamental rethinking of some of the defining positions in queer thought.
This book examines the relationship between environmental justice and citizen
science, focusing on enduring issues and new challenges in a post-truth
age. Debates over science, facts, and values have always been pivotal within
environmental justice struggles. For decades, environmental justice activists
have campaigned against the misuses of science, while at the same time engaging
in community-led citizen science. However, post-truth politics
has threatened science itself. This book makes the case for the importance of
science, knowledge, and data that are produced by and for ordinary people living
with environmental risks and hazards. The international, interdisciplinary
contributions range from grassroots environmental justice struggles in American
hog country and contaminated indigenous communities, to local environmental
controversies in Spain and China, to questions about “knowledge justice,”
citizenship, participation, and data in citizen science surrounding
toxicity. The book features inspiring studies of community-based participatory
environmental health and justice research; different ways of sensing,
witnessing, and interpreting environmental injustice; political strategies for
seeking environmental justice; and ways of expanding the concepts and forms of
engagement of citizen science around the world. While the book will be of
critical interest to specialists in social and environmental sciences, it will
also be accessible to graduate and postgraduate audiences. More broadly, the
book will appeal to members of the public interested in social justice issues,
as well as community members who are thinking about participating in citizen
science and activism. Toxic Truths includes distinguished contributing authors
in the field of environmental justice, alongside cutting-edge research from
emerging scholars and community activists.
said, their eyes on the prize. The prize, of course, is a more just, sustainable, joyful
and loving world. Based what we have learned from on our work together in this
project, we offer our thoughts on an agenda for the future.
Emergence of a new architecture of knowledge: beyond experiments and
Our study provides evidence that, at a global level, we are moving from the tradition of engagedscholarship based largely on the work of a number of committed
individual scholars and their personal connections to community to a new, institutional approach
sameness.3 Not only does no one want to be called a homosexual, but
no one wants anything to do with the sameness that has defined homosexuals either.
Literary or imaginative writing is, in various ways, a helpful route in
to a discussion of the place of sameness within queer theory and culture.
For one thing, it is not, on the whole, regarded as argumentative or
expository writing and so is not marked by the need to persuade that
defines, say, politically engagedscholarship. This need to persuade can
make engagedscholarship more strongly attached to ideas related to
writing on community–university engagement over the past five to six years. Ernest Boyer laid down some of the conceptual
foundations with his development of the concept of engagedscholarship (2006).
The Kellogg Commission, on the Future of State and Land-Grant Universities,
shifted the terms research, teaching and serve to discovery, learning and engagement
(1999). Susan Ostrander from Tufts University did a study of civil engagement
on five campuses in the United States during 2001, which resulted in the articulation of a number of necessary components for effective
Cognitive justice, engagement and an ethic of care in learning
imperative. It requires
universities to find new ways of teaching and researching, ways that cross disciplinary boundaries and become a locus for social engagement, action, and change.
This approach to engagedscholarship creates new forms of learning and enterprise that more adequately address the big-picture global questions.
Adorno, T. (1966). Education after Auschwitz. http://ada.evergreen.edu/~arunc/texts/
frankfurt/auschwitz/AdornoEducation.pdf (last accessed 19 June 2013).
Arthur, C. (2004). What are Universities For? Contemporary Review 285: 146
Conflict, media and displacement in the twenty-first century
how this impacts our understanding
of population movement.
This research also represents an attempt to learn from the analytic
insights of those who have been displaced. A range of engagedscholarship has focused, understandably, on reinserting the voices
of migrants, refugees and asylum seekers into public accounts of
movement and the impacts of bordering. However, we wished
to avoid making yet another request for personal testimony, not
least due to the parallels between state bordering practices that
demanded repeated performances of painful life stories as
recordings by three generations of singers ( Lule sheshi 2016 ; Nikolskaya and Scaldaferri 2010 ). The result follows Narayan’s suggestion of an ‘enactment of hybridity’ in the textual production of authors who show their belonging ‘simultaneously to the world of engagedscholarship and the world of everyday life’ ( 1993 : 672). The unfolding of this project followed a creative approach, aimed at generating aesthetic relationships between historical recordings and new songs, texts, poems and images. The project had an impact on the transmission of local song repertoires
Maine EPSCoR at the University of Maine.
Bok, D. (1982). Beyond the Ivory Tower: Social Responsibilities of the Modern University.
Cambridge, MA: Harvard University Press.
Budzinski, C., Lindenfeld, L., and Silka, L. (2011). Technical Report: Maine EPSCoR
Sustainability Solutions Initiative Sustainability Solutions Partners Survey. March.
studies of environmental sustainability
Campbell, H. (2012). Lots of Words ... But Do Any of Them Matter? The Challenge of