- This is the first of 3 Flexible Learning sessions in the course. The objectives of the flexible learning sessions are to provide students with more time to engage with their community-based project and be exposed to different perspectives on the theories and concepts explored in class.
After completing this lesson, you should be able to:
- Reflect on the reasons that well-funded, well-conceived community-based projects may fail
- Deconstruct Ernesto Sirolli's story through a Food Justice lens
- Consider, and possibly refine, how your group has been framing your approach to your community-based project with respect to how you "see" yourself and your community.
Key Terms + Concepts
- Asset-based community development
- Food justice
- Social location and identity
Required Readings + Resources
- Dixon, B. A. (2014). Learning to see food justice. Agriculture and Human Values, 31(2), 175–184. Retrieved through the UBC Library Website.
- Bang, D. M., Carol D., & Lee, M. (2014). Point of View Affects How Science Is Done. Scientific American. From http://www.scientificamerican.com/article/point-of-view-affects-how-science-is-done/
This week's e-lecture addresses important issues related to the value of community input, and the importance of community consultation when developing meaningful research or intervention projects. The selected video highlights the importance of “listening” and how the input of “the community” is a fundamental when designing research or intervention projects.
Lastly, complete the following module from the University of Memphis. You are not required to complete the assessments at the end of each module.
We hope this e-lecture may bring home some perspective and reflections about the following:
- The key principles of asset-based community development and food justice
- How to approach communities as an outside "expert"
- How one ought to engage communities in developing your inquiry questions
- And, how we often think about and conceptualize “others” in relation to ourselves and societal norms.