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Education is the Key

Community participatory research, is a research technique that promotes the inclusion of communities members as part of the process. When I think about the research that I am doing, community based research is the core of my project. One of the main principles is that this type of research is participatory. In my placement I am trying to involve different members of the community, from the staff to the newcomers to get a better understanding on where we are right now. This participation allows the community to become part of the knowledge process of something that directly affects them. All of these different people are able to add valuable information to the project. I want to believe that as I am working on this project, I am also working with the community partners, and members. The ability for other groups to be able to participate in the process of the research adds another layer of knowledge that only they can contribute to. One limit is understanding how to create a joint process, where everyone equally learn from the project, because CBS should also be a co-learning process. On this project the organization, and I are getting knowledge, and we are both learning from this project, but how do we make sure that this is a learning process for the newcomers as well. Although the end goal is to create a better housing model, to assist them better, they should also learn from the development, and research part of the project. How can I ensure that they are benefiting from this process as well? This is a challenge that hopefully we can address in the future, while providing a space for community members to connect with themselves, and to learn more about housing needs in the community. We want participants to gain control over their lives. One of the outcomes of this project is to be able to provide ways to educate the newcomers better, on housing related issues. The organization is not only looking to hand in answers, but to work together with the clients so they can become agents of change within the community. The more knowledge the clients get, the easier it is for them to control their situation. The project is in its research stages, but eventually we want to use this research to develop a housing program that will assist the needs of newcomer’s better. There are some challenges, and risks when using the principles of CBS into our project, but that is the reason why reflection throughout the process is so important.

I believe we can work more on making the community to be more participatory through the research process. They are participating by sharing their experiences, but at the same time, even though we explained them what was the reason of the interviews, I believe they still lack understanding, on why their experiences are so important for this project to succeed. As I have mentioned in previous posts, there is a language, and cultural barrier that I have encounter throughout the process. This can contribute to misunderstanding, and loss of information. Therefore, even when we have tried to be very clear, and specific about the project, there has been problems getting that information out. As well, since this project is on the first stages, not many community members, are aware that this is happening, and without them being aware is really hard for them to participate in the process. How could I make the clients more interested in this project? Since there are not immediate results, it is hard to engage the community.  And even once we get the participation of the community, how do we ensure the education component of the project? Mostly because there are some many cultural, and language barriers. In the reading “Who knows the streets as well as the homeless?” The authors emphasize the use of photovoice as a tool for participatory action research. They explained how “photovoice integrates Paulo Freire’s (1970) approach to critical education, feminist theory, and a participatory approach to documentary photography.” This approach uses elements such as; the importance of people sharing their stories, and experiences, and creating an analytical perspective from which they can relate their situation to root causes, while developing solutions. Also it focuses on the idea that power can be exercised through agency, by showing people showing that they their voices have power. And that their voice can lead to social change. These are all elements that can be applied to CBR. In theory CBR is a co-learning process, in which participants, and staff should benefit equally from the research. As I mentioned before one of the limits of my placement is understanding how to make the participants benefit in a more directly way from these interviews. That way they can be more understanding, and or analytical of their situation, and therefore contribute to positive changes of the process of getting a house.  Also helps to the empowering process through which participants can increase control over their lives. In the future we could open a group discussion on the findings of the project, and talk among people who are going through similar situations, and that could benefit from this conversation.

In the reading they also emphasized how they talk about some steps they followed to make sure participants were going to be able to do their best. They provided workshops in which they educated the participants, and therefore they were able to understand better the worth, and the process on what they were doing. I would be interested to add an educational component to the project. From what I have talked with the staff, people learn better in a community setting, where they all can exchange information. Education about housing related topics, is something that we can start working on. Out of all of the posters, this one caught my attention, because it represents a space, in which people are able to talk about things that affect them. It is also important that this space, allows community members, not only to have a voice, but also to interact, and foster relationships with other members. I found this idea to be something we could use to create as a co-learning experience, where the organization, can meet with the community members, and talk about housing. This example is a space for communication, but also a place for education, which is something we could apply to our project.

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Library Tour

While on our library tour, I was able to see the library as a community, because of the use of the shared space. While walking around, I started thinking about the campus walk assignment that we did at the start of the year. On that assignment we also had to talk about how campus represents a community. Some of the characteristics I believe defines a community; are the link of a shared identity, and/or a shared space. In the case of the campus, we share the identity of members of the University, such as students, or staff. In that way we are able to relate between each other. On the other hand in the library, just by looking at the people there, it was really hard to know if the people inside that place were able to relate to each other. Since it is a library, there was not much of an interaction between people, most of them were doing their own thing, and therefore I was not able to establish a link between most of them. But in some spaces of the library, such as the closed rooms, there were people in groups and in some other spaces of the library, there were even people playing chess. In that case if was easier to make a connection between them. This provided an example on how they did not only share a space, but also share an identity that allow them to build relationships, thus creating a community. Another thing that caught my eye, were the many activities they host at the library every day. Especially some activities like the housing workshop that are directed towards a certain group of the population. As well as some flyers, they had in the front desk; such as resources for documentation, or shelters information. This shows how the staff is aware of the community that frequents the library, and how they are creating a space that not only welcomes the public, but also addresses some of the needs of this particular community. Reading the article Beyond Books by Jay Smith gave us a context of what happens in that library, who goes there, and how the space welcomes the public. On the other hand, I found out that this reading influenced my expectations on what type of community I would encounter. Because of that, it was difficult to separate what I already knew, from what I was looking at. I already knew that a lot of homeless, or people at risk go to that space. Now, I am wondering what would have happened if I didn’t know that, would I have been able to tell the type of groups that go the public library?

Something I found interesting was when I first walked in, I felt comfortable even though I had never been in that place. I knew that the place is open to anyone, and welcomes the public, but also I found it to be a familiar space. It was clean, well structured, even though it was very busy, I did not feel like it was out of the ordinary. People were reading, using the computers, working, or even sleeping. Something that I see every time I go to a library at the University. It was obvious that the people there were different as the students that I see every day, but it was also obvious how they were performing activities that are normal for that space. But I would also like to mention some of the setbacks I encountered on the tour. First of all, the place was really busy, and if some of this people are there every single day, it would have been easy for them to know that we were new, and to feel uncomfortable by us being there just walking around, and that is why I was not sure how to act. As well, because we were walking around with backpacks, and papers, we attracted attention to ourselves. In three different occasions we were asked if we needed help. It made me think about the impression we were giving. Maybe because of the small space, and because it was too busy, it was harder to blend in. I did not want people to think I was looking at them, but I did not know how to blend in, and still observe what was happening there.

However I found the experience useful because it portrays another side of homelessness, while fighting some of the stereotypes. It is also an example on how public spaces should be safe spaces for everyone. Because of the reading, we know that this is one of the few public spaces left for homeless, or people at risk, and therefore it should be preserved, but also it should influence other spaces in the city. Hopefully in the future, more libraries, and other places will adopt this model, and welcome everyone.

“Stanley Milner has been known as more than a library, as a community centre, for a long time…” - David McMain. “

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By Sam Bradd

Found: http://drawingchange.com/visual-storytelling-finding-common-ground-and-building-power/

The impact/power of stories, and how it can be apply to storytelling.

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How to Tell their Stories?

In the reading Telling stories: Exploring research storytelling as a meaningful approach to knowledge mobilization with Indigenous research collaborators and diverse audiences in community-based participatory research by Julia Christensen, the author explores the different outcomes, and challenges on using storytelling as part of a method of knowledge dissemination. The author explains how this method should be recognized as a “legitimate method of knowledge production, and sharing.” One of the reasons why Christensen applied this method as part of her community based research was because storytelling is part of the indigenous culture, and it is primordial in the way they pass down knowledge, and educate each other. Throughout the reading we are able to understand some of the challenges this method presents in her research. One challenge presented by the author is the idea on how her as a non-Indigenous person is telling the stories of Indigenous’ persons.  This is not only a problem of authorship, because she is telling someone else’s stories, but also a cultural problem, because these stories are heavily influenced by a culture she is not part of. Therefore the author explains how it is important to always keep in mind the objectives of the research as well as the research method.

This particular issue has made me reflect on my CSL placement. For my research I have been interviewing staff, and community members at EMCN. The whole point is for me to gain knowledge, and understand the housing experiences of newcomers through their stories. But as I move forward into this project I have yet to face the challenge of transcribing, and to capture the real essence of those experiences into the paper. As I write some of the findings, I am constantly thinking if what I understand from the interviews, really expresses what they meant to tell me. Beside cultural differences, there have been a language barrier. Because of these challenges I am aware that information has been lost, but I still hope to find, and to put into my work the essence of those interviews. Another challenge that I am facing with the interviews is how I am trying to portray different experiences into one document. In the reading the author explains how a “core tenet of community-based participatory research is that the research be adapted to the culture and context of the participants.” But how should I adapt the research, when the participants come from different backgrounds, and cultures? Their stories are shaped by their beliefs, and expectations that encompasses different cultures all over the world. I will have to find a way to reconcile the differences, while at the same time staying truth to their stories. This is still something that I have yet to understand. The fact that I have the power to interpret these interviews, makes me reflect on how is the proper way to do it. I do not want my voice, to influence the voice of others. I want to tell their stories, the way they would.

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Working For or Working With

In the article Social Service or Social Change? Who Benefits from your Work?By Paul Kivel, the author poses the questions on who is our community work really helping. He explains how the political, and economic systems create a clear division in the society. Kivel states that there is a strategy in place from the ruling class to maintain its power. This strategy consists of creating professions “drawn from groups of people demanding social change.” In that way those people believe that by joining established organizations they are able to keep moving forward in their plans of social change. But the author explains how sometimes the non-profits organizations, although providing much needed services, does not necessarily addressed root causes of the community problems. In that case the non-profits works for the ruling class, instead of working with the communities. This reading really made me wonder, not only my place in the community, but if the work that I am doing benefits the organization, more than the actual people.  As I have mentioned in other posts, there is always that doubt going around, if what I am doing will actually help the community. In this case I also start reflecting on what I believe the organization stands for, and if those outcomes represents what the community need. As I move forward with my project, I still believe that the values of the organization lines up with the community needs, but that does not necessarily mean that we are addressing root causes. In the case of the article’s title, I believe that the work that I am doing is a social service that do not necessarily will become a social change.

In the article the author talks how organizations should also create spaces that unites community members looking for social change. In that way they can promote the idea that even though community organizations provide social services, they also want to create social change. In this case it is important to ask ourselves the questions as to if we are working for someone or if we are working with the community. I believe that involving the community members in the discussions of what is happening, and giving them the resources for them to unite, and create social change should be something that organizations should strive for. At the same time is also important to recognize the work that these organizations have been doing for people over the years. Social service should not be undervalued, it is something that is necessary, and an important part of communities. In my experience I believe that I have to always keep in mind if what I am doing will benefit the community, and also since my project is more of a long term one, I need to understand where are the limits of my community service experience. These are some thoughts that I have to keep in my mind, if I want to stay true to my purpose on why I chose this placement

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There have been some debates on how the pedagogy of community service learning programs benefit students, or the people who engage in CSL, and how it does not really benefit the ones receiving the services. According to Butin (2010) there is much more evidence on how CSL is beneficial for the ones doing the service, and there is a lack of information on how it benefits the people on the receiving end. On one side it explains how community service learning “have promoted much goodwill among those doing the actual service-learning”, and how this method of learning in higher education has “shown to enhance transfer of knowledge, and critical thinking skills among others”. But on the other hand in theory one of the main purposes of CSL is to serve the community by creating a positive impact on the people within that community. However Butin (2010) explains how there is not much data if CSL is actually beneficial for the community itself. It is important to recognize how some problems can arise from such interactions. For example the author explains how CSL can maintain a position of privilege, and promote the notion of “otherness”.  Although it has been explain how most likely only the people “doing the service” are getting benefits from it, Butin (2006) also focuses on how “CSL came to be viewed as the whites of the white enclave of postsecondary education”. How “CSL may come to signify a luxury available only to the privileged few.” In this statement there are some things that reflect on my CSL experience in, and out of the classroom, but as well some things that can be challenged. While it is true that most of the CSL members, are enrolled in higher education, and we are privileged because of our education, in my experience race does not pose an actual limit in doing community service. As an immigrant, my experience does not reflect the fact that only the white privilege academics have the opportunity, or are the ones enrolling in CSL. Not only in the classroom, I can see there are a variety of students enrolled in CSL classes, but outside in the placement I can see how even the majority of people working in these organizations are people from different backgrounds.

As I move forward with my project, I keep asking myself if what I am doing will actually serve the community. I have taken part of different volunteering opportunities, and in all of those times I have always ask myself if what I am doing will actually have an impact for other people. I know how this type of opportunities will benefit me, not only in the classroom but outside of it. I believe having the opportunity to participate on a CSL placement changes the way we usually learn. How by being able to directly apply the theory into the practice is a way in which we challenge traditional methods, and we as students not only comprehend better what we are learning, but also feels like we are having an impact in our lives. In that way, I have to agree that I do not know if I am benefitting more from this experience, than the people I am hoping to serve. Therefore as I continue to reflect on my CSL experience I keep thinking in the ways my service will benefit others, so as to be able to challenge, and prove how CSL does benefit the community. The placement that I am working on will not have a direct or immediate impact on people. This is the part that makes me wonder if what I am doing will have more of a positive outcome for me, than for others. But the more I think about my project, and the organization that I am working for, the more I understand that in the long term I will be doing something positive for the community. Although there are risks or limitation to CSL, especially for those getting the services, there is proof they also get benefits from it. I took a look in the ultimate goal of this placement, and how we are trying to address a crisis to meet newcomer’s needs. It will not be easy, and it will not be a short process, but what I am doing will layout the foundation to move onto a permanent solution to the housing problem. I want to believe that what I am doing will serve a greater purpose. While I was thinking on the impact of CSL in the community, I saw this board full of flyers with the different programs the organization provides for newcomers. From English classes, to social groups. These are programs for the community, and all these programs were possible through community service. Maybe some of these programs took a while to start operating, or to actually become successful, but it has been with the help of community members, and as well with CSL students, that some of these programs now are helping people. I would rather believe that CSL is giving me the chance to be part of something bigger. And although it will take time, it will have a positive impact on newcomers, not only on me. But I do understand a little bit better that it is important to always process and reflect on our experiences, to see if we are accomplishing the truth purpose of CSL. To see if our doing, is aligned to what we want to accomplish.

P.S. As I am writing this post, I have been thinking how I do not want to portray myself as a “white knight”, because I do not want to reinforce the idea of “otherness”, and the dichotomy of “us” vs “them”. I do agree that this is one of the limits of CSL, but that is the reason why reflection upon our experiences is important as to move on from the limits, and biases. The truth is that the community is also helping me. Therefore I have been trying to avoid using the word “giving”, because I do not think is fair that I present myself like I am only giving others, when in fact they are giving back to me. I believe CSL is knowing that although one the main purposes is to help others, is also accepting how others are helping you too.

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Put Oneself in Someone's Shoes

When I first came to Canada it was incredible to see so many people from so many different places.  At that moment I did not understand the different circumstances that all of those immigrants came from. The more I adapted to Edmonton, the more I was able to get some insight, and learned so many different stories on how all of us ended up in this city. When I first found out that I was going to be able to work with EMCN, I was really happy, and that excitement continues as I keep moving forward with the project.  I knew a little bit about the organization, but had never participated in it. It was until I took this class, that I got the opportunity to contribute to the community with EMCN. I was able to first meet some of the staff last week, and it was really interesting to see how this women are truly dedicated to what they do. Not only did we learn the different services and programs the organization offer, but to a certain point they made us put ourselves in the newcomer’s shoes. In my case although I have been a newcomer, it was so powerful to understand that unfortunately not everybody has the privileges, and advantages I had when I first moved to Canada. The orientation was a huge reminder that the work that we do is for others, and in order to serve our community, we have to be empathic to what other people feel, and think. This was certainly the most significant thing I have learned so far from the organization, and I know that is something that I have to have present along the way.

I was pleased to see how the staff made it clear that their priority is, and always will be serving the community. And in order to be able to do their best, they do  understand the importance of recognizing that each person is a different world, with different needs. During our orientation one of the staff members, started talking in English, and suddenly shifted to another language. A language that none of us could understand. Although we knew it was part of an exercise, it made me feel uncomfortable, when she started to ask me questions, and I had no idea what to reply. That exercise although simple, is a powerful way to demonstrate how newcomers can feel in a new environment. It is important how we as volunteers have a responsibility to respect the differences, and embrace them, not only in the organization, but everywhere we go. 

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Campus Walk, Campus Talk

On my campus walk I was able to see how community develops within the University. Usually I am so busy trying to get to places, that I after four years of University I have never taken the moment to understand how we relate to each other on campus. There are different ways to define what a community means, but we have to be careful to define it, because as the Bhattacharyya article explains, definitions can not only confused people on what a community is, but also can include or exclude people from communities. In my opinion one of the many ways to describe a community is that in a community people are linked by a shared space, interests, and practices. What I noticed is that consciously or unconsciously we are agents, and determine how the campus is a community for us, and for others. In our campus walk, I was able to see how campus is a community. First of all we all share a same space. Although people sometimes spend time in particular places, there are also common areas, in which everybody from students to staff relate to each other. As well everybody has different interests on why they are on campus, but all those interest line up in their daily activities, since their interests revolved around campus. But the most important link for members of the University is that we shared practices. We are linked for academic or professional circumstances.  

Nevertheless it is important to understand how these definitions might include or exclude people. On one side this allows people from different areas on campus to have a shared identity, in which the feel part of the bigger community. This does not mean that people have to know each other, or have meaningful relationships in order to be part of the same community. On the other hand, this could also exclude people from the community, because although they share a same purpose or interest, if people do not know that others are part of the community, they believe they simply are not part of it. Usually we identified ourselves with the people we see, but there are a lot of persons who are part of the campus community that usually move in different times or places. People sometimes do not recognize others if they do not see them, and by doing so we are excluding vital members of our community. Therefore I believe that it is better to understand the campus community as the sum of different parts or groups, where we all share a space, but we are grouped together according to more specific interests, and values. For example, the different groups around University. Knowing that we are part of the campus community is not enough, when there is lack of closeness in the relationships. I believe that it is one of the reasons why so many different groups emerge on campus. It is important to take a moment and understand our place in that community, what can we do to be more inclusive, because as we talked in class there are still challenges for the University community on becoming more accessible for people outside the academic, and administrative areas. Programs like Humanities 101 should continue to foster relationships, and to serve our Edmonton community better, after all we are always going to be part of a bigger community.