Community-University Engagement
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Item Fathering in the shadows: Indigenous fathers and Canada's colonial legacies(Sage, 2009-07) Ball, JessicaA study of Canadian Indigenous fathers' involvement conceptualized a temporal horizon within which to situate challenges and opportunities for caring for children following decades of colonial interventions that have diminished men's roles. Through five community-university partnerships, conversational interviews were held with eighty First Nations and Métis fathers in British Columbia, Canada. Using a grounded theory approach, a conceptual model was constructed identifying six key ecological and psychological factors that combine to account for Indigenous men's experiences of fatherhood: personal wellness, learning fathering, socioeconomic inclusion, social support, legislative and policy support, and cultural continuity. Indigenous fathers' accounts bring into focus systemic barriers to positive fathers' involvement, including socioeconomic exclusion due to failures of the educational system, ongoing colonization through Canada's Indian Act, and mother-centrism in parenting programs and child welfare practices. Policy and program reforms are suggested to increase Indigenous fathers' positive and sustained engagement with their children.Item Higher education, the politics of knowledge and the challenges of popular education and social movements(1993) Hall, Budd LDr. Budd L. Hall reflects on the politics of knowledge in higher education, drawing on his own experiences across adult education, participatory research, and academic life. The paper departs from conventional academic arguments. It moves through personal narrative and engagement with other scholars to examine how universities continue to decide what counts as legitimate knowledge. Hall grounds these reflections in specific encounters from his career, particularly the 1991 Paulo Freire Birthday Conference in New York, where a question from a Latina community educator pushed him to rethink how universities relate to the communities they claim to serve. He traces participatory research back to challenges against positivist paradigms in adult education and international development research, noting that even as the field gains recognition inside universities, systems of tenure, promotion, and academic reward continue to favor individual scholarship over collaborative and community-rooted work. Eco-feminist, cultural-historical, and adult education voices, including Vandana Shiva, Mechtild Hart, and Edmund Sullivan, widen the critique further. Hall also points to community-based research centres, PRIA among them, and popular education networks across Latin America as spaces sustaining knowledge outside university walls, closing with a call to reinvent the academy in more democratic and non-extractive terms