CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Collaborative Agency in Civic and Community Engagement: Narratives of College Students Working Toward Generative Partnerships
Tác giả
Thomas E.; Walton M.; Baker-Olson A.; Blaber I.; Parker R.; Becton M.
Năm xuất bản
2021
Source title
Journal of Adolescent Research
Số trích dẫn
2
DOI
10.1177/0743558420955035
Liên kết
Tóm tắt
The development of democratic citizenship and youth leadership requires an ability to collaborate with others in ways that are jointly empowering. In this study, we sought to understand how students at an urban liberal arts college in the United States framed their own and others’ efficacy and responsibility in narrative accounts of situations they faced in civic and community engagement. We were interested in how young people learn and work alongside local stakeholders, rather than serve on behalf of people and communities considered to be in need. We aimed to gain insight into occasions in which collaborative agency emerged, or failed to emerge, in the coordinated activity of individuals engaged in the creation of intersubjectivity, shared commitments, and perceptions of group accomplishment. We collected narratives over a 4-year period from 123 Bonner Scholars, campus leaders whose scholarship includes a substantial weekly commitment to service. Our analysis of stories featuring or problematizing collaborative agency showed students grappling with limits of collaborative agency, but also generativity and interdependence. They described civic agency and leadership with other students, non-profit partners, and citizens. In some settings, we heard students striving for a collaborative solidarity, moving beyond collaborative agency toward relationships affording mutual empowerment. © The Author(s) 2020.
Từ khóa
Bonner Scholars; citizenship development; collaborative agency; college students; community engagement; narratives
Tài liệu tham khảo
Bamberg M., Who am I? Narration and its contribution to self and identity, Theory and Psychology, 21, pp. 3-24, (2011); Battistoni R., Longo N., Putting students at the center of civic engagement, To serve a larger purpose: Engagement for democracy and the transformation of higher education, pp. 199-216, (2011); Bertaux N., Smythe K., Crable E., Transformative community service learning: Beyond the “poor,” the “rich,” and the helping dynamic, Journal of Higher Education Theory and Practice, 12, pp. 34-43, (2012); Boyte H., Against the current: Developing the civic agency of students, Change: The Magazine of Higher Learning, 40, pp. 8-16, (2008); Brewster K., Reflections of self and other: Discursive possibilities for solidarity in conceptions of sameness and difference, Qualitative Psychology, (2018); Bringle R., Hatcher J.A., Reflection in service-learning: Making meaning of experience, Educational Horizons, 23, pp. 179-185, (1999); Bringle R., Steinberg R., Educating for informed community involvement, American Journal of Community Psychology, 46, pp. 428-441, (2010); Bruner J., Acts of meaning, (1990); Budwig N., The learning sciences and liberal education, Change: The Magazine of Higher Learning, 45, pp. 40-48, (2013); Catlett B., Proweller A., College students’ negotiation of privilege in a community- based violence prevention project, Michigan Journal of Community Service Learning, 18, pp. 34-48, (2011); Charmaz K., Henwood K., Grounded theory, The SAGE handbook of qualitative research in psychology, pp. 240-260, (2007); Christens B., Dolan T., Interweaving youth development, community development, and social change through youth organizing, Youth & Society, 43, pp. 528-548, (2011); Clark-Taylor A., Developing critical consciousness and social justice self-efficacy: Lessons from feminist community engagement student narratives, Journal of Higher Education Outreach and Engagement, 21, 4, pp. 81-116, (2017); Clifford J., Talking about service-learning: Product or process? Reciprocity or solidarity?, Journal of Higher Education Outreach and Engagement, 21, 4, pp. 7-20, (2017); The Bonner program; Davis K., Kleiwer B., Nicolaides A., Power and reciprocity in partnerships: Deliberative civic engagement and transformative learning in community-engaged scholarship, Journal of Higher Education Outreach and Engagement, 21, 1, pp. 30-54, (2017); Dostilio L., Brakmann S., Edwards K., Harrison B., Kliewer B., Clayton P., Reciprocity: Saying what we mean and meaning what we say, Michigan Journal of Community Service Learning, 19, 1, pp. 17-32, (2012); Dutt A., Feminist organizing in rural Nicaragua: Assessing a psychosocial process to promote empowered solidarity, American Journal of Community Psychology, 61, pp. 500-511, (2018); Evans S., The community psychologist as critical friend: Promoting critical community psychology praxis, Journal of Community and Applied Social Psychology, 25, pp. 355-368, (2015); Henwood K., Pidgeon N., Grounded theory in psychological research, Qualitative research in psychology: Expanding perspectives in methodology and design, pp. 131-155, (2003); Krause M., Montenegro C., Community as a multifaceted concept, APA handbook of community psychology, 1, pp. 275-294, (2017); Levitt H.M., Bamberg M., Creswell J.W., Frost D.M., Josselson R., Suarez-Orozco C., Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: The APA Publications and Communications Board task force report, American Psychologist, 73, 1, pp. 26-46, (2018); Littenberg-Tobias J., Does how students serve matter? What characteristics of service programs predict students’ social justice attitudes?, Journal of College and Character, 15, pp. 219-233, (2014); Lykes B., Community-based and participatory action research: Community psychology collaborations within and across borders, APA handbook of community psychology, pp. 43-58, (2017); McLean K., Wood B., Breen A., Reflecting on a difficult life: Narrative construction in vulnerable adolescents, Journal of Adolescent Research, 28, pp. 431-452, (2013); Musiel C., Educating for citizenship, Peer Review, 5, pp. 4-8, (2003); Musiel C., Connective corridors and generative partnerships: A new paradigm, Diversity and Democracy, 16, 1, (2013); Musiel C., Departmental designs for Civic impact, Peer Review, 19, (2017); A crucible moment: College learning and democracy’s future, (2012); Nowell B., Boyd N., Viewing community as responsibility as well as resource: Deconstructing the theoretical roots of psychological sense of community, Journal of Community Psychology, 38, pp. 828-841, (2010); Nowell B., Boyd N., Sense of community responsibility in community collaboratives: Advancing a theory of community as resource and responsibility, American Journal of Community Psychology, 54, pp. 229-242, (2014); Ochs E., Capps L., Living narrative: Creating lives in everyday storytelling, (2009); Pasupathi M., Wainryb C., Developing moral agency through narrative, Human Development, 53, 2, pp. 55-80, (2010); Raelin J., Imagine there are no leaders: Reframing leadership as collaborative agency, Leadership, 12, pp. 131-158, (2016); Seider S., Gillmor S., Rabinowicz S., The impact of community service learning upon the expected political voice of participating college students, Journal of Adolescent Research, 21, pp. 44-77, (2012); Shabazz D., Cooks L., The pedagogy of community-service learning discourse: From deficit to asset mapping in the re-envisioning media project, Journal of Community Engagement and Scholarship, 7, pp. 71-82, (2014); Siemers C., Harrison B., Clayton P., Stanley T., Engaging place as partner, Michigan Journal of Community Service Learning, 22, pp. 101-104, (2015); Silva J., Whose community are you working for? A change agent case study, The American Journal of Community Psychology, 60, pp. 483-490, (2017); Sullivan P., McCarthy J., Toward a dialogical perspective on agency, Journal for the Theory of Social Behaviour, 34, 3, pp. 291-309, (2004); Thomas E., Walton M., Manoogian A., Baker-Olson A., Branch B., Malpert A., Henderson K., Parker R., Undergraduate community psychology research practice: The story of the community narrative research project at [Author’s affiliation], Global Journal of Community Psychology Practice, 10, 1, pp. 1-22, (2019); Toolis E., Hammack P., The lived experience of homeless youth: A narrative approach, Qualitative Psychology, 2, pp. 50-68, (2015); Movement mic check summary report, (2018); Yates M., Youniss J., Community service and political identity development in adolescence, Journal of Social Issues, 54, pp. 495-512, (2010)
Nơi xuất bản
SAGE Publications Inc.
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus