For our Spring 2022 special issue on Feminisms Challenging Exceptionalist Imaginaries, we seek submissions from community- and university-based researchers and scholars who actively engage with communities (of all kinds) in practicing intersectional feminist research, teaching and learning. Emphasizing the integration of deep collaboration-building practices into teaching, learning and research, we invite previously unpublished research articles, reports from the field, multimedia contributions and book reviews for our special issue that challenges exceptionalist imaginaries through active positioning of critical feminist community engagements, building on research and teaching that explores various topics.Read more about ENGAGING FEMINISMS: CHALLENGING EXCEPTIONALIST IMAGINARIES (Extended Deadline)
For our non-thematic Issue 13, Fall 2020, we invite contributions from community and university based researchers, teachers, and scholars who actively and purposefully participate in community-engaged research across in various cultural settings and disciplines, in Canada and beyond, and whose work speaks well to the Mission of the Journal.
The deadline for submission of abstract for the Engaged Scholar Journal's special issue on indigenous and trans-systemic knowledge systems is extended to September 30, 2019.Read more about Deadline Extended for the 2021 Special Issue on Indigenous and Trans-Systemic Knowledge Systems
Check out our Spring 2019 special issue on Engaged Scholarship & the Arts. It highlights examples of engaging people and their communities through the arts; walking along streets and places to spark critical dialogue (e.g., to museums, artists’ studios, public art or graffiti in the built environment); embracing the roles of an artist, a researcher, an educator, an activist, a community-builder and a leader through arts-based research; and pursuing teaching through the arts. Creative processes were drawn from literary forms, performance, visual, new media, folk art, and popular art forms, poetry (including spoken word), theatre, quilting, storytelling (including Métissage), dance, video, Indigenous arts, music, collage, installation, and other creative or exploratory group processes.
Claims of neutrality in hardline approaches to the ‘way things are,’ can decontextualize meaningful analysis of what is actually going on; depoliticization through “feel good” approaches to engagement can be used to avoid inconvenient nuances, subvert substantive shifts toward alternative vocabularies of the possible (see Kaul 2009), and reinforce methodological nationalisms (Amelina, Nergiz, Faist & Schiller 2012) when engaging marginalized people and places. Vendramin(2012) emphasizes the asymmetric forms of ignorance and recurring bias that characterize prevailing claims on the terms of public intelligibility and, therefore, demands critical attention to dominant modes of scholarly reproduction (see Wöhrer 2016) andacknowledgement of those who may or may not be recognized as informed knowers in engaged educational research. As Ermine (2007) argues, shared ethical spaces must be created to support sound theoretical and practical frameworks that welcome diversely positioned people and the places that matter to them in equitable, meaningful dialogue which takes seriously what cannot be compared or shared, as a starting point for cultivating a learning spirit (Battiste 2016), together.Read more about FEMINIST COMMUNITY ENGAGEMENTS: CHALLENGING EXCEPTIONALIST IMAGINARIES
Indigenous knowledge systems is continuing to be poked and prodded, studied and analysed from the perspectives of Eurocentric diverse disciplinary knowledges for its benefits. Yet, Indigenous knowledge systems exist separate from disciplinary knowledges of the Eurocentric or western tradition and have their own purposes, foundations, languages, protocols and processes for engaging those knowledge systems. With appropriate alliances, collaborations, protocols, principles, discourses and methodologies that new communities of interest in Indigenous knowledges are generating, there is a growing necessity of constructing a trans-systemic methods that honour the reconciliation between the knowledge systems regarding what can be known, shared and appropriately used in research and new technologies as well as to address new ways of thinking about the universe we live together in.Read more about INDIGENOUS & TRANS-SYSTEMIC KNOWLEDGE SYSTEMS
Articles presented in our Fall 2016 issue reflect on theory and practice of community-engaged scholarship in various settings. They range from analyses of CES leadership and research processes in multi-stage and multi-partner projects to presentations of specific research and teaching projects in specific communities and settings.Read more about Engaged Scholar Journal Fall 2016 Issue Is Out
2015-06-18We invite engaged scholars from community and academia to collaborate with us as book reviewers. Consult the section "Books for Review" for what books are available for review at the moment and let us know what book interests you. Read more about Become a Book Reviewer for ESJ