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Facilitating Community Research for Social Change asks: what does
ethical research facilitation look like in projects that seek to
move toward social change? How can scholars weave political and
social justice through multiple levels of the research process?
This edited collection presents chapters that investigate research
facilitation in ways that specifically attempt to disrupt and
challenge anti-Indigenous and anti-Black racism, ableism,
homophobia, transphobia, patriarchy, and sexism to work toward
social change. It also explores what it means to develop
facilitation practices across multiple contexts and research
settings, including specific facilitation methods considered by
researchers working with visual and community-based methods with
Black, Indigenous, and racialized communities. The complexities of
how scholars negotiate decisions within their research with people
and communities have an effect not only on how researchers
construct their participants and communities, but also on the
overall purpose of projects, the ways their projects are shared and
disseminated, and what is learned in the doing of facilitation.
This book will be of great interest to both emerging and
established researchers working within the social sciences. It
specifically attends to diverse fields within the social sciences
that include health, media studies, environmental studies, social
work, sociology, education, participatory visual research
methodologies, as well as the evolving field of digital humanities.
Facilitating Community Research for Social Change asks: what does
ethical research facilitation look like in projects that seek to
move toward social change? How can scholars weave political and
social justice through multiple levels of the research process?
This edited collection presents chapters that investigate research
facilitation in ways that specifically attempt to disrupt and
challenge anti-Indigenous and anti-Black racism, ableism,
homophobia, transphobia, patriarchy, and sexism to work toward
social change. It also explores what it means to develop
facilitation practices across multiple contexts and research
settings, including specific facilitation methods considered by
researchers working with visual and community-based methods with
Black, Indigenous, and racialized communities. The complexities of
how scholars negotiate decisions within their research with people
and communities have an effect not only on how researchers
construct their participants and communities, but also on the
overall purpose of projects, the ways their projects are shared and
disseminated, and what is learned in the doing of facilitation.
This book will be of great interest to both emerging and
established researchers working within the social sciences. It
specifically attends to diverse fields within the social sciences
that include health, media studies, environmental studies, social
work, sociology, education, participatory visual research
methodologies, as well as the evolving field of digital humanities.
An exhaustive volume of leading scholarship in the field of Black
Canadian history, Unsettling the Great White North highlights the
diverse experiences of persons of African descent within the
chronicles of Canada's past. The book considers histories and
theoretical framings within the disciplines of history, sociology,
law, and cultural and gender studies to chart the mechanisms of
exclusion and marginalization in "multicultural" Canada and to
situate Black Canadians as speakers and agents of their own lives.
Working to interrupt the myth of benign whiteness that has been
deeply implanted into the country's imagination, Unsettling the
Great White North uncovers new narratives of Black life in Canada.
In post-World War II Canada, black women's positions within the
teaching profession served as sites of struggle and conflict as the
nation worked to address the needs of its diversifying population.
From their entry into teachers' college through their careers in
the classroom and administration, black women educators encountered
systemic racism and gender barriers at every step. So they worked
to change the system. Using oral narratives to tell the story of
black access and education in Ontario between the 1940s and the
1980s, Schooling the System provides textured insight into how
issues of race, gender, class, geographic origin, and training
shaped women's distinct experiences within the profession. By
valuing women's voices and lived experiences, Funke Aladejebi
illustrates that black women, as a diverse group, made vital
contributions to the creation and development of anti-racist
education in Canada. As cultural mediators within Ontario school
systems, these women circumvented subtle and overt forms of racial
and social exclusion to create resistive teaching methods that
centred black knowledges and traditions. Within their wider
communities and activist circles, they fought to change entrenched
ideas about what Canadian citizenship should look like. As schools
continue to grapple with creating diverse educational programs for
all Canadians, Schooling the System is a timely excavation of the
meaningful contributions of black women educators who helped create
equitable policies and practices in schools and communities.
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