Overview

Anti-racist Community Engagement: Principles and Practices builds upon anti-racist community-engaged traditions that BIPOC academics and community members have created through more than a century of collaboration across university and community. It demonstrates both the progress and the work that still needs to be done. The book is organized around the Anti-racist Community Engagement Principles--principles developed by the editors as part of their shared work and dialogue with colleagues regionally and across the country--thus revealing the groundswell of work already underway to center anti-racist values and to pivot away from the traditional, higher ed-centric, and white saviour ways of doing community engagement teaching, research, and practice. The chapters in this book are organized into four sections based on the four Anti-racist Community Engagement Principles. Based on Principle I, the first section explores how to counteract the persistence and impact of racism on our campuses and in our community engagement work by reframing our institutional and pedagogical practices. In the second section, authors engage with Principle II and share practices that promote critical reflection on individual and systemic/structural racism through examinations of positionality, bias, and historical roots of systemic racism. The third section draws on Principle III to examine intentional learning and course design through anti-racist learning goals, course content, policies, and assessment. Finally, the fourth section, which builds on Principle IV, shows how authors have developed compassionate and reflective classrooms by creating a sense of belonging that acknowledges student cultural assets and contributions, meeting students where they are to co-create a supportive anti-racist learning environment. Each chapter begins with a specific example that describes the nature and context of the anti-racist community-engaged work, with a practice section offering insight on details of anti-racist community engagement work and providing roadmaps for adapting or replicating that work. Finally, the connections section places the case and its practices into broader contexts of pedagogical, curricular, institutional, and community change. There is an open access digital companion to the volume, where authors have shared materials that will help shed further light on their compelling practices, including syllabi, agendas, handouts, worksheets, and additional resources.

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9781945459306

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Christina Santana is the Associate Director of Community Learning at Amherst College and is currently on leave from her role as a tenured Professor English (writing) at Worcester State University. She enjoys working collaboratively--especially across different experience and expertise--and on projects that enable/empower others to contribute to the common good. Aldo Garcia-Guevara is professor of History at Worcester State University. He has spent his academic career developing and creating community-engaged courses and experiences for students, locally and internationally, applying anti-racist principles to these efforts. His publications include articles for The Journal of World History and World History Connected. Joseph Krupczynski is a professor of Architecture and the Director of Civic Engagement & Service-Learning at UMass Amherst. A first-generation college student from a Puerto Rican and Polish family, his scholarship and creative practice is founded on cross-cultural investigations that catalyse transformative engagement, liberatory learning and spatial justice. Cynthia Lynch is the Executive Director of the Center for Civic Engagement at Salem State University. Her research and praxis focus on the intersection of civic engagement, equity, and student and community success. Her publications include articles for AAC&U's Diversity and Democracy and the Michigan Journal of Community Service Learning. John Reiff has worked with civic engagement and service-learning in higher education since 1980--teaching, directing service-learning/civic engagement offices, then since 2015 working through the Massachusetts Department of Higher Education where he helps Massachusetts's 29 public colleges and universities rethink civic learning through a lens of racial equity. Roopika Risam is an associate professor in the Digital Humanities and Social Engagement Cluster at Dartmouth College. Her research examines how digital methods can bring untold stories about Black, brown, and Indigenous communities to new audiences. She is the author of New Digital Worlds: Postcolonial Digital Humanities in Theory, Praxis, and Pedagogy (Northwestern UP, 2019). Cindy Vincent is an associate professor at Salem State University, whose career has focused on community relations and community engagement for over 20 years. Her current research focuses on equity-based approaches to community engagement through critically engaged civic learning and has been published in the Michigan Journal of Community Service Learning. Elaine Ward is an associate professor, Chair of the higher education department and Special Assistant to the President for Civic and Community Engagement at Merrimack College. Elaine is an immigrant and first-generation college student. Her research interests include institutionalization of community engagement; promotion and tenure; and equitable community university partnerships.

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