Learning and Teaching Community-Based Research

Catherine Etmanski is an assistant professor in the School of Leadership Studies and First Year Program Head for the master’s of arts in leadership at Royal Roads University. Budd L. Hall is co-chair of the UNESCO Chair in Community Based Research and Social Responsibility in Higher Education and a professor of community development in the School of Public Administration at the University of Victoria. Teresa Dawson is Director of the Learning and Teaching Centre and an assistant teaching professor in the Department of Geography at the University of Victoria.

• IllustrationsTablesForeword by S. Martin TaylorPrefaceAcknowledgmentsChapter 1. Introduction by Catherine Etmanski, Teresa Dawson, and Budd HallPart I – Learning by Doing: Learning CBR through the Practice of CBRChapter 2. On Thin Ice: Managing Risks in Community-University Research Partnerships by Jessica BallChapter 3. When Girls Talk Back: Learning through Doing Critical, Girl-Centred Participatory Action Research by Elicia Loisell, Ruth Taylor, and Elizabeth DonaldChapter 4. Learning CBR Through Community Organizing: Reflections on Struggles for Essential Health Services for People Who Use Drugs by Tamara Herman and Mark WillsonPart II – Learning with Community: Teaching CBR in Community SettingsChapter 5. Siem Smun’eem (Respected Children): A Community-Based Research Training Story by Mukwa Musayett (Shelly Johnson), Sandrina de Finney, Kundouqk (Jacquie Green), Leslie Brown, and Shanne McCaffreyChapter 6. Community Based Mapping: A tool for transformation by Jon Corbett and Maeve LydonChapter 7. Facilitating and Teaching Feminist Visual Arts-Based Research by Darlene E. CloverChapter 8. Learning to Listen: Foundations of Teaching and Facilitating of Participatory and Community Based Research by Budd L. HallPart III – Campus Beyond the Classroom: Innovations in CBR ProgrammingChapter 9. Insurgent Education and Indigenous-Centered Research: Opening New Pathways to Community Resurgence by Jeff Corntassel and Adam GaudryChapter 10. CBR Without Walls:  Fostering Learning with On-Line Collaboration in the Universities Without Walls HIV Health Training Program by Catherine Worthington, Francisco IbÁÑez-Carrasco, Sean Rourke, and Jean BaconChapter 11. Learning and living community-based research. Graduate student collaborations in Aboriginal communities by E. Anne Marshall, Ruby Peterson, Jennifer Coverdale, Samantha Etzel, and Nancy McFarlandPart IV – Promoting Knowledge Democracy: Teaching CBR in University ClassroomsChapter 12. Walking side by side: Living Indigenous ways in the academy by Lorna Williams, Michele Tanaka, Vivian Leik, and Ted RieckenChapter 13. Making a Difference Through Teaching, Learning and Research: Multidisciplinary Research Internship Courses by Joaquin Trapero and Agata StypkaChapter 14. Creating the Learning Space: Teaching the Arts in CBR by Catherine EtmanskiPart V – Moving Forward: Productive Tensions and Persistent Challenges of Learning, Teaching, and Assessing CBR in UniversitiesChapter 15. “But how do I put this dream catcher into my teaching dossier?” Learnings and Teachings from one faculty member’s tenure experience of documenting community based teaching and learning by Eileen Antone and Teresa DawsonChapter 16. Conclusion: Walking on Thin Ice: Tensions and Challenges in Community Based Research by Budd L. Hall, Catherine Etmanski, and Teresa DawsonAppendix A - Websites and Resources for Community MappingAppendix B: Four UWW Evaluative InstrumentsNotesReferencesList of Contributors. 528

‘This volume on Community-based research is full of refreshing perspectives from diverse group of scholar-practitioners in Canada… For those whose values direct them to embark on a path toward equity this book is an extremely helpful and unique resource.’- Elizabeth A. Tyron (Journal of Higher Education Outreach and Engagement vol 19:02:2015) ‘This book is a valuable resource for those who are unfamiliar with, yet interested in the practice of CBR … It provides a comprehensive description of the challenge, rewards, and breadth of the practice and teaching of community-based learning.’- Thomas Yates (Engaged Scholar vol 1:01:2015)