Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning https://journalhosting.ucalgary.ca/index.php/esj University of Saskatchewan en-US Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2369-1190 <p>Authors who publish with this journal agree to the following terms:</p><ol><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by/3.0/">Creative Commons Attribution License</a> ( CC BY-NC-ND 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted to post their work online (e.g., in an institutional repository or on their website) after the publication of their work in the Engaged Scholar Journal.</li><li>Please note that while every opportunity will be taken to ensure author participation in the editing process, due to time constraints final copyediting changes may be made before publication to ensure APA adherence throughout all submissions.</li></ol><p> </p> Acknowledgements https://journalhosting.ucalgary.ca/index.php/esj/article/view/70363 Copyright (c) 2020 Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2020-05-15 2020-05-15 5 3 i iii 10.15402/esj.v5i3.70363 Community-Based Intersectionality: The Changing Public Services Project https://journalhosting.ucalgary.ca/index.php/esj/article/view/61618 <p>The paper reflects on a changing public service project regarding women and intersectional analysis in Halifax, Canada. The project sought to facilitate collective mobilizations to challenge austerity and to imagine public services that meet the needs of the citizens who use them, and the workers that provide them. We provide an overview of the project, and then explore our attempt at adapting “multistrand” intersectional policy analysis (Hankivsky &amp; Cormier, 2011) to a community-based context. In considering the challenges and opportunities associated with this work, the paper concludes that the changing public service project created space for an innovative approach to community-based research that can guide both participatory policy analysis and collective action.<span class="Apple-converted-space">&nbsp;</span></p> Tammy Findlay Michelle Cohen Mary-Dan Johnston Copyright (c) 2020 Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2020-05-15 2020-05-15 5 3 1 20 10.15402/esj.v5i3.61618 Beyond Employability: Defamiliarizing Work-Integrated Learning with Community-Engaged Learning https://journalhosting.ucalgary.ca/index.php/esj/article/view/70364 <p>Within the context of an increasing interest in forms of work-integrated learning (WIL) among governments and institutions of higher education, this essay explores the relation between WIL and community-engaged learning (CEL) in order to argue that the structural and self-critique apparent in much CEL scholarship can serve as a model to WIL scholars and practitioners. CEL has undergone a rigorous process of self-examination in recent years, a process that has encouraged its advocates to think carefully about their core assumptions, appropriate learning objectives, and best practices in the field. In this way, we argue, whether or not CEL is classified as a form of WIL, it can serve to defamiliarize many of WIL’s assumptions and to invite self-reflection in the field as a whole. In the first half of the essay, we provide background for the conversation, first in the Canadian context, and then in the broader scholarship of CEL. In the second half, we offer three case studies that illustrate both the distinctive characteristics of CEL and, in the last case, how these characteristics might strengthen the practice of traditional WIL.<span class="Apple-converted-space">&nbsp;</span></p> Honor Brabazon Jennifer Esmail Reid Locklin Ashley Stirling Copyright (c) 2020 Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2020-05-15 2020-05-15 5 3 21 41 10.15402/esj.v5i3.70364 Tenets of Community-Engaged Scholarship Applied to Delta Ways Remembered https://journalhosting.ucalgary.ca/index.php/esj/article/view/70365 <p>This essay reviews challenges posed to community-engaged scholars regarding tenure/promotion processes in Canadian universities, with a note to characteristics of community-engaged scholarship that were developed by Catherine Jordan (2007) to address gaps in academic assessment of engaged scholarship. These characteristics are: clear goals, adequate preparation, appropriate methods: scientific rigor and community engagement, significant results/impact, effective presentation/dissemination, reflective critique, leadership and personal contribution, and consistently ethical behavior. These are then applied to a non-peer reviewed work that describes the cumulative effects of environmental change for people in the Slave River Delta Region of the North West Territories, Canada. The reader is asked to view <em>Delta Ways Remembered</em>, a 13-minute video employing an enhanced e-storytelling technique to share and disseminate traditional knowledge about the delta from a compendium of people as a single-voiced narrative. The purpose is to highlight the scholarship underlying non-traditional academic expositions not readily assessed under current paradigms of academic evaluation. This essay strives to illustrate how Jordan’s characteristics can be applied to evaluate non-peer reviewed scholarly work, and also to share rewards and challenges associated with the harmonious blending of Indigenous and western knowledge addressing societal/environmental issues identified by the Indigenous community.<span class="Apple-converted-space">&nbsp;</span></p> Lalita Anne Bharadwaj Copyright (c) 2020 Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2020-05-15 2020-05-15 5 3 45 60 10.15402/esj.v5i3.70365 Exchanges https://journalhosting.ucalgary.ca/index.php/esj/article/view/70366 <p>In the <em>Exchanges</em>, we present conversations with scholars and practitioners of community engagement, responses to previously published material, and other reflections on various aspects of community-engaged scholarship meant to provoke further dialogue and discussion. In this section, we invite our readers to offer their thoughts and ideas on the meanings and understandings of engaged scholarship, as practiced in local or faraway communities, diverse cultural settings, and in various disciplinary contexts. We especially welcome community-based scholars’ views and opinions on their collaborations with university-based partners in particular and engaged scholarship in general.<span class="Apple-converted-space">&nbsp;</span></p> <p>In this issue, we profile the perspectives of young scholars. Here we feature a conversation between <strong>Penelope Sanz</strong>, who recently obtained her Ph.D. in Interdisciplinary Studies from the University of Saskatchewan and who serves as the Journal’s pioneering managing assistant, and <strong>Jayne Malenfant</strong>, a 2018 Pierre Elliott Trudeau Scholar, Vanier Scholar, and Ph.D. Candidate at McGill University in the Department of Integrated Studies in Education. A young engaged scholar working with the homeless in Montreal, Jayne talks about her on-going study on how homelessness impacts young people’s education. She looks at the challenges of accessing educational institutional support, an issue, she says, close to her heart as she was once a homeless youth herself. She reflects on the need for academia to open more spaces for young researchers undertaking engaged scholarship to involve the homeless youths themselves in the search for solutions.<span class="Apple-converted-space">&nbsp;</span></p> Jayne Malefant Penelope C Sanz Copyright (c) 2020 Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2020-05-15 2020-05-15 5 3 63 70 10.15402/esj.v5i3.70366 Malinche, Pocahontas, and Sacagawea: Indian Women as Cultural Intermediaries and National Symbols https://journalhosting.ucalgary.ca/index.php/esj/article/view/69118 <p>In her book, Rebecca K. Jager compares and contrasts the lives and legends of three Indigenous North American women: Malinche, Pocahontas, and Sacagawea. Jager’s research answers an earlier call by Native-American historian and feminist scholar Clara Sue Kidwell in her 1992 <em>Ethnohistory </em>article, “Indian Women as Cultural Intermediaries,” to revisit these stories from a non-Eurocentric perspective.<span class="Apple-converted-space">&nbsp;</span></p> Amani Khelifa Copyright (c) 2020 Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2020-05-15 2020-05-15 5 3 73 34 10.15402/esj.v5i3.69118 Women and Gendered Violence in Canada: An Intersectional Approach https://journalhosting.ucalgary.ca/index.php/esj/article/view/69120 Susan Manning Copyright (c) 2020 Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2020-05-15 2020-05-15 5 3 75 76 10.15402/esj.v5i3.69120