Ongoing Call for Submissions
We seek lively and original writing on community and civic engagement that embraces both a scholarly voice with an expansive community voice. We encourage work that translates scholarly writing for multiple audiences, allowing university and community stakeholders to engage fully in the discovery, dissemination and application of ideas. We publish interdisciplinary scholarship as well as essays, criticism, narrative journalism, photography, and multimedia work.
We seek writing that probes hard questions and that balances theoretical or conceptual ideas with a sharp focus on the messy, complicated details of shared experience, of real places, of people and politics. Whatever the form, we value submissions that are both rigorous and accessible.
The MJCSL is looking for scholarship that tells stories of how and why we engage with communities outside of our own, and our aspiration is to appeal to both scholars and educated “lay” readers such as university students, policy professionals, activists, and anyone who’s interested in the complex and interconnected ways we engage one another.
We welcome contributions from academics, social scientists, journalists, community partners, and anyone else who writes incisively and in an engaging style. We’re looking for insightful analyses. We welcome intellectual risk takers.
The editorial team is: Neeraja Aravamudan, Mary Jo Callan, Cecilia Morales, Nick Tobier.
Call for Submissions: Fall 2019 Issue
The Fall 2019 issue of the Michigan Journal of Community Service Learning (MJCSL) will feature a special section on Community Impacts of Engaged Research, Teaching and Practice, guest edited by Charles Z. Levkoe (Lakehead University), Karen Schwartz (Carleton University), Peter Andrée (Carleton University) and Nadine Changfoot (Trent University).
COMMUNITY FIRST: IMPACTS OF COMMUNITY ENGAGEMENT
Community-campus engagement (CCE) has become a powerful tool for teaching and research on university and college campuses around the world. Community-based organizations have also recognized the value of partnering with faculty, students, and campus staff as a way to increase capacity, broaden reach, and accomplish goals. Acknowledging the opportunities and challenges of partnership-based work, researchers and community-based practitioners have called for ‘community-first’ approaches that focus on generating meaningful impacts for community-based partners through collaboration (Andrée et al., 2014; Butcher et al., 2011; Cronley et al. 2015; Ward & Wolf-Wendel, 2000). This call was inspired by the Community First: Impacts of Community Engagement (CFICE) research project based at Carleton University in Ottawa (https://carleton.ca/communityfirst/). CFICE, a partnership among academics and community groups across Canada established in 2012, is a collaborative action research project that aims to better understand the ways that community-campus partnerships can be designed and implemented to maximize the value for communities and community-based organizations.
CALL FOR PROPOSALS
For this special section, we seek research, pedagogy, and other articles that explore community first approaches to community-engaged research, teaching, and practice work, and how they can have greater community impact. We especially welcome articles that include and/or incorporate the perspectives and voices of non-academic partners. The editors invite abstracts for articles and rigorous case studies from academics, educators, and researchers that: (a) report research studies focused on community outcomes/impacts, (b) report on, comment on, and/or imagine a variety of ways of defining and measuring community impacts and valuation of CCE; (c) propose new approaches to research, teaching, and practice (in relation to historical and contemporary models, methods,processes, and ethos) intended to share power, resources, and control in CCE partnerships; (d) offer critical insights into the role of CCE and social movements as well as community-based (e.g., ‘collective impact’) processes; (e) provide perspectives on CCE cases that offer guidance to student, faculty, administrative staff, and community partners; or (f) explore innovative university, community, and funder policies and frameworks designed to encourage impactful CCE research, teaching, and practice.
We are particularly interested in contributions that build on the foundations of social justice and ecological sustainability and bring creativity, imagination, and experimentation. Articles should also be rooted in embodied, experiential modes of making, thinking, learning, and doing; oriented toward current and future cultural and social conditions; and concerned with ways that these can be integrated into developing modes of research, teaching, and practice.
The first step in the submission process is to submit a one-page abstract/précis by December 20, 2018 that adequately conveys the focus/plan for the article and includes the author(s)’ contact information, including email address. Invitations to submit an article will be made by email in early January, with invited articles due March 25, 2019.
Reviewing recent past issues of the MJCSL to see the kinds of articles published in this journal will better position the prospective article submitter to receive a favorable reply to their abstract submission.
Please consult general MJCSL submission guidelines.
- Charles Z. Levkoe
- Canada Research Chair in Sustainable Food Systems
- Assistant Professor, Health Sciences
- Lakehead University
- Nadine Changfoot
- Associate Professor
- Department of Political Studies
- Trent University
- Karen Schwartz
- Associate Professor
- Interim Associate Vice President (Research and International)
- Carleton University
- Peter Andrée
- Associate Professor and Associate Chair
- Department of Political Science
- Carleton University
Andrée, P., Chapman, D., Hawkins, L., Kneen, C., Muehlberger, C., Nelson, C., et al. (2014). Building effective relationships for community-engaged scholarship in Canadian Food Studies. Canadian Food Studies / La Revue Canadienne Des Études Sur L'alimentation, 1(1), 27-27.
Butcher, J., Bezzina, M., & Moran, W. (2011). Transformational partnerships: A new agenda for higher education. Innovative Higher Education, 36(1), 29-40.
Cronley, C., Madden, E., & Davis, J.B. (2015). Making service-learning partnerships work: Listening and responding to community partners. Journal of Community Practice, 23(2), 274-289.
Ward, K., & Wolf-Wendel, L. (2000). Community-centered service learning: Moving from doing for to doing with. American Behavioral Scientist, 43(5), 767-780.