Announcements

  • ENGAGING FEMINISMS: CHALLENGING EXCEPTIONALIST IMAGINARIES (Extended Deadline)

    2019-11-04

    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the integration of deep collaboration-building practices into teaching, learning and research, we invite previously unpublished research articles, reports from the field, multimedia contributions and book reviews for our special issue that challenges exceptionalist imaginaries through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.

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  • Just Released: Engaged Scholarship & the Arts

    2019-06-01

    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.

     

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  • FEMINIST COMMUNITY ENGAGEMENTS: CHALLENGING EXCEPTIONALIST IMAGINARIES

    2019-05-28

    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. 

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  • INDIGENOUS & TRANS-SYSTEMIC KNOWLEDGE SYSTEMS

    2019-04-17

    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.

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