ABSTRACT
Community-Campus Partnerships for Health (CCPH) is a nonprofit organization whose primary goal is the partnering of higher educational institutions with their communities in order to promote health through service-learning, community-based participatory research, and broad-based coalitions (Witten, 2008). Context Journal shares this goal and has therefore partnered with CCPH in order to provide its readers with new and exciting research from the 2008 CCPH conference. The following are the abstracts of information that was presented at the conference that complement the vision of the The View from Here section. These abstracts highlight student reflections on their community experiences that were presented in many various formats at the conference, from panels to films.
Use of Film to Mobilize Partnerships for Social and Environmental Change
Session Format: Film screening and discussion
Intended Skill Level: Intermediate
Sub-Theme(s): Understanding and Addressing the Social Determinants of Health; From Grassroots Movements to Policy Change
Authors (Presenters in bold): Dorothy Goldin Rosenberg, Ontario Institute for Studies in Education, University of Toronto, Women's Healthy Environments Network (WHEN), Toronto, ON, Canada); Helen Pearman Ziral & Lana Choi, Women's Healthy Environments Network (WHEN), Toronto, ON, Canada
Toxic Trespass: Children's Health and the Environment is a documentary film that poses important questions about a world that is becoming increasingly toxic for our children and future generations. The film explores social and environmental determinants of health. The film and its related resources will help to inform audiences of the complex web of connections between environmental degradation and its impact on children's health, while highlighting what people can do to bring about personal, social and policy change toward sustainability.
To introduce and screen film, and engage in discussion - a process to be emulated by `multipliers' and other potential presenters.
To engage participants and apply participatory learning approaches to mobilize knowledge and opinion for personal, social and structural change.
To strengthen community partnerships by making new contacts for future activism, using the film for education in participants' respective communities.
Session Learning Objectives:
To build bridges between communities and academia; create awareness of the complex connections between air, land, water pollution and children's health.
To stimulate group insights and highlight safe alternatives to most toxic processes and products, using toxic use reduction strategies.
To identify ways that people can help bring about personal, social,community change and thereby ensure healthy communities and ecological sustainability.
Introductions and a go-around to find out where people are at in terms of children's environmental health
Introduce and screen Toxic Trespass: Children's Health and the Environment (48 min)
Q and A following the film
Discuss how the film has impacted participants; brainstorm actions for creating personal, social, and structural change; foster a support network for following up on proposed actions; and strengthen ties to larger entities.
Situating Whiteness: Producing Knowledge with Racialised and Indigenous Girls
Session Format: Story session
Track: Aboriginal and Indigenous Peoples' Health
Intended Skill Level: Beginner, Intermediate, Advanced
Sub-Theme(s): From Grassroots Movements to Policy Change; Communities as Centers of Learning, Discovery and Engagement
Authors (Presenters in bold): Jo-Anne Lee, Department of Women's Studies, University of Victoria, Victoria, BC, Canada; Veronica Pacini Ketchabaw, Child and Youth Care, University of Victoria, Victoria, BC, Canada; Winnie Chow, Anti-dote, A Network for Racialised Girls and Young Women, Victoria, BC, Canada; Linley Faulkner, University of Victoria, Anti-dote and University of Victoria, Victoria, BC, Canada; Sandrina De Finney, School of Child and Youth Care, University of Victoria, Victoria, BC, Canada; Rani Sandhu & Sadaf Pourmand, Andi-Dote: Multi-Racial Girls' & Women's Network, Victoria, BC, Canada
Panelists present case studies from collaborative research projects that Anti-dote, a grassroots network for racialised and Indigenous girls and young women and faculty from the University of Victoria have undertaken in the last five years. The case studies reflect issues identified by racialised girls and young women, such as immigrant girls providing care for younger siblings, horizontal violence among racialised and Indigenous girls, dating violence and intergenerational communication, and discourses of denial by service providers. While modeling exemplary practice, presenters question how, given structural, cultural and ideological constraints to equality, community and campus actors can build and sustain the capacity and structures needed to bring about meaningful social change.
To introduce multi-method, hybrid, community development/PAR with indigenous and racialized (Canadian-born and immigrant ) girls in a context of hegemonic whiteness
To identify engaged partnership and research models useful for amplifying the voices of racialised girls and young women who seek peace, equality and non-racism as preconditions for health.
To present the diverse voices of girls and young women as peer researchers through the development of Anti-dote.
Session Learning Objectives:
To develop a fuller understanding of the lived realities of racialised and Indigenous girls who confront and contest their marginality
To identify several principles to guide PAR when working in community/University partnerships with racialised youth where Whiteness remains socially dominant
To critically reflect on discourses of PAR/community-campus partnerships from the view of racialised and Indigenous girls and young women as generators of knowledge and action.
Introductions and welcome 5 min.
Panel Presentations including multi-media presentations 45 minutes
Dyads and Structured Group Discussions 15 minutes
Question and Answer period 25 minutes
Funding structures as institutional barriers to empancipatory knowledge and community-based participatory research (CBPR)
Sub-Theme(s): Communities as Centers of Learning, Discovery and Engagement
Authors (Presenters in bold): Antony W.H. Chum & Sara C. Carpenter, Department of Adult Education & Counseling Psychology, Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada; Jennifer Hompoth, Department of Theory and Policy Studies, Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada
CBPR is an approach which seeks to analyse the attitudes and interests of its partners, in order to produce emancipatory knowledge. Practitioners' critiques lead us to speculate that funding systems reflect conventional requirements of academic knowledge production which limit the emancipatory potential of CBPR. This results in a disproportionate allocation of power to rational-technical and practical knowledge-interests, which it turn limit the legitimation of community knowledge-interests.
Health of Philadelphia Photo-documentation Project (HOPPP)
Session: Thematic Poster Session
Sub-Theme(s): Understanding and Addressing the Social Determinants of Health; Developing the Science of Community-Based or Practice-Based Evidence
Authors (Presenters in bold): Rachel Xiaolu Han, Jeannette Schroeder, Jeremy Kaplan, Michelle Holshue & Ahmed Whitt, College of Arts and Sciences, University of Pennsylvania, Philadelphia, PA, USA; Nora Becker, Pomona; Amina Massey, Brown; Eve Weiss, Consultant; Liz Sullivan, Consultant; David Asch and Janet Weiner, Leonard Davis Institute, Philadelphia, PA, USA; Carolyn Cannuscio, University of Pennsylvania, Philadelphia, PA, USA
HOPPP is a documentary initiative that employs community-generated images and interviews to examine Philadelphia residents' health priorities and concerns.The purpose is to ask,“Is Philadelphia a healthy place to live?” and to visualize answers through the eyes of Philadelphians.Three types of photos are used to record the physical and social environments:staff (“outsider”) images, residents' (“insiders'”) images, and collaborative staff-resident images.
Witten, A. (2008). Community-campus partnerships for health. Retrieved October 21, 2008, from http://depts.washington.edu/ccph/.
| |
|
