Tessa Peterson - Academia.edu (original) (raw)
Papers by Tessa Peterson
Peace Review, 2006
Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf ... more Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article maybe used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
Student Development and Social Justice, 2017
Chapter 6 is an evaluation case study of “Healing ourselves, healing our communities,” a paired c... more Chapter 6 is an evaluation case study of “Healing ourselves, healing our communities,” a paired course, local–global community engagement program. The program attempted to enact the frameworks and strategies discussed in previous chapters through the study and practice of native healing traditions for personal and social change with local indigenous elders and youth in both the USA and Mexico. A direct assessment project focusing on these two courses provides an evaluation of the holistic academic and personal development of students, measuring learning across multiple objectives, including self-knowledge, community knowledge, and local–global connections. The chapter provides concrete tools (student learning outcomes, assessment rubrics, and evaluation designs) to assist teachers and community partners interested in crafting similar community engagement programs and assessments.
Student Development and Social Justice, 2017
This rallying cry has been a mainstay in movements for social change since the 1965 civil rights ... more This rallying cry has been a mainstay in movements for social change since the 1965 civil rights march in Selma, Alabama to the 2017 women's march on Washington. As the message clearly indicates, without justice in the world, we cannot have peace-the two are intertwined. The message also suggests a threat of public disruption of peace in the streets unless the systems which have failed to recognize the plight of the oppressed are dismantled. It raises the power of the people to fight against the ideologies and structures that restrict the rights and access to opportunity of those they allege to serve. It mobilizes dissent as a democratic right and civic obligation to ensure that "liberty and justice for all" is not a slogan, but a lived virtue of the nation. People mobilize around such concepts when they no longer find it tenable to live under the constraints of policies and social norms that denigrate their humanity, wellbeing, and political and economic opportunities (Palmer 2009). Such fights for peace and justice are usually led by those directly affected by oppression, with the support of allies and accomplices who see themselves as intricately bound to the fate of their neighbors. When changemakers convey their rage, hope, and demands with a force that is politically unstoppable and socially uncontainable, seemingly immovable social contracts (such as slavery, Jim Crow, suffrage, marriage inequality) either internally combust or are deliberately dismantled. Laws and norms are not ceded without struggle; sometimes that struggle is armed though it is often achieved through peaceful resistance
Critical Perspectives on Teaching in Prison, 2019
Chapter 4, “Critical, contemplative community engagement,” explores how to enact community engage... more Chapter 4, “Critical, contemplative community engagement,” explores how to enact community engagement efforts so that student learning and community impacts embody a critical examination and interruption of the root causes and conditions of injustice, while promoting contemplative practices that fortify the wellbeing of individuals and collectives. This chapter discusses social justice-oriented frameworks for developing reciprocal social change partnerships that recognize the assets of the community while also addressing what the community has identified as problems and injustices. This form of engagement links personal development with social change by examining teaching and learning theories, partnership development factors, and social justice aims of the Critical, Contemplative, Community Engagement model.
Student Development and Social Justice, 2017
Chapter 5, “Community Engagement Outcomes and Activities,” presents the aims of the Critical, Con... more Chapter 5, “Community Engagement Outcomes and Activities,” presents the aims of the Critical, Contemplative, Community Engagement model through Chap. 2’s social change framework: becoming proximate, shifting the narrative, getting uncomfortable, and cultivating hope. Tangible tools presented include community partnership considerations, experiential and critical reflection activities for individual, community partnership, and classroom use, student learning outcomes and community impact outcomes, and student reflections. The activities offered in this chapter can be put directly to use in designing and implementing community engagement programs.
Teaching in Higher Education, 2009
To cite this Article Peterson, Tessa Hicks(2009) 'Engaged scholarship: reflections and research o... more To cite this Article Peterson, Tessa Hicks(2009) 'Engaged scholarship: reflections and research on the pedagogy of social change', Teaching in Higher Education, 14: 5, 541-552 To link to this Article:
Drawing on literature in the field and the author's own research, this paper argues that civi... more Drawing on literature in the field and the author's own research, this paper argues that civic engagement is critical to the success of students and universities and should be enacted at all levels of educational policy and practices. Yet, it must be facilitated in a way that ensures that equity, justice, and an appreciation of diverse value systems and perspectives are included in the development of civic actors, civic learning, and shared projects of social change in local communities.
Student Development and Social Justice, 2018
Progress in Community Health Partnerships: Research, Education, and Action, 2010
“Disrupting injustice and mobilizing social change,” examines tangible steps towards making meani... more “Disrupting injustice and mobilizing social change,” examines tangible steps towards making meaningful social change around issues of injustice in our communities. The unique theoretical frameworks in this chapter speak across a broad range of disciplines, theories, and practices including indigenous knowledge systems, theories of critical pedagogy, healing justice, mindfulness, and asset-based community development. The chapter explores a four-part process that involves becoming proximate to communities and issues of injustice, shifting the historical and political narratives that exist about these injustices, getting uncomfortable with our own ignorance, arrogance, apathy, or pain, and, finally, cultivating hope as a collective act to drive social change efforts.
Student Development and Social Justice, 2017
Chapter 7, “Changing Our Institutions, Changing Ourselves,” incorporates strategies for creating ... more Chapter 7, “Changing Our Institutions, Changing Ourselves,” incorporates strategies for creating organizational change in institutions of higher education. For critical, contemplative community engagement to be sustained in colleges and universities, it needs to be better recognized, valued, and promoted in faculty appointments, promotion and tenure reviews, and in student graduation requirements. Readers are also directed to sample syllabi and policies that may be used as transferable models. Finally, this chapter reflects on the limitations and opportunities connected to the research, theoretical models, and praxis components presented in this book, and suggests some next steps.
Student Development and Social Justice, 2017
This chapter, “Self-awareness and radical healing,” examines the development of the mind, body, h... more This chapter, “Self-awareness and radical healing,” examines the development of the mind, body, heart, spirit, and social consciousness so that students are more equipped to grapple with understandings of self, other, and purpose in the world. The chapter explores positionality (how one sees the world and is seen in the world according to race, class, culture, gender, ability, citizenship, sexual identity and orientation, etc.), identity development, intersectionality, interconnectedness, actualizing a love ethic, mindfulness and self-realization practices, personal trauma and the traumas of injustice, and the role of radical healing for individuals and communities.
Peace Review, 2006
Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf ... more Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article maybe used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
Student Development and Social Justice, 2017
Chapter 6 is an evaluation case study of “Healing ourselves, healing our communities,” a paired c... more Chapter 6 is an evaluation case study of “Healing ourselves, healing our communities,” a paired course, local–global community engagement program. The program attempted to enact the frameworks and strategies discussed in previous chapters through the study and practice of native healing traditions for personal and social change with local indigenous elders and youth in both the USA and Mexico. A direct assessment project focusing on these two courses provides an evaluation of the holistic academic and personal development of students, measuring learning across multiple objectives, including self-knowledge, community knowledge, and local–global connections. The chapter provides concrete tools (student learning outcomes, assessment rubrics, and evaluation designs) to assist teachers and community partners interested in crafting similar community engagement programs and assessments.
Student Development and Social Justice, 2017
This rallying cry has been a mainstay in movements for social change since the 1965 civil rights ... more This rallying cry has been a mainstay in movements for social change since the 1965 civil rights march in Selma, Alabama to the 2017 women's march on Washington. As the message clearly indicates, without justice in the world, we cannot have peace-the two are intertwined. The message also suggests a threat of public disruption of peace in the streets unless the systems which have failed to recognize the plight of the oppressed are dismantled. It raises the power of the people to fight against the ideologies and structures that restrict the rights and access to opportunity of those they allege to serve. It mobilizes dissent as a democratic right and civic obligation to ensure that "liberty and justice for all" is not a slogan, but a lived virtue of the nation. People mobilize around such concepts when they no longer find it tenable to live under the constraints of policies and social norms that denigrate their humanity, wellbeing, and political and economic opportunities (Palmer 2009). Such fights for peace and justice are usually led by those directly affected by oppression, with the support of allies and accomplices who see themselves as intricately bound to the fate of their neighbors. When changemakers convey their rage, hope, and demands with a force that is politically unstoppable and socially uncontainable, seemingly immovable social contracts (such as slavery, Jim Crow, suffrage, marriage inequality) either internally combust or are deliberately dismantled. Laws and norms are not ceded without struggle; sometimes that struggle is armed though it is often achieved through peaceful resistance
Critical Perspectives on Teaching in Prison, 2019
Chapter 4, “Critical, contemplative community engagement,” explores how to enact community engage... more Chapter 4, “Critical, contemplative community engagement,” explores how to enact community engagement efforts so that student learning and community impacts embody a critical examination and interruption of the root causes and conditions of injustice, while promoting contemplative practices that fortify the wellbeing of individuals and collectives. This chapter discusses social justice-oriented frameworks for developing reciprocal social change partnerships that recognize the assets of the community while also addressing what the community has identified as problems and injustices. This form of engagement links personal development with social change by examining teaching and learning theories, partnership development factors, and social justice aims of the Critical, Contemplative, Community Engagement model.
Student Development and Social Justice, 2017
Chapter 5, “Community Engagement Outcomes and Activities,” presents the aims of the Critical, Con... more Chapter 5, “Community Engagement Outcomes and Activities,” presents the aims of the Critical, Contemplative, Community Engagement model through Chap. 2’s social change framework: becoming proximate, shifting the narrative, getting uncomfortable, and cultivating hope. Tangible tools presented include community partnership considerations, experiential and critical reflection activities for individual, community partnership, and classroom use, student learning outcomes and community impact outcomes, and student reflections. The activities offered in this chapter can be put directly to use in designing and implementing community engagement programs.
Teaching in Higher Education, 2009
To cite this Article Peterson, Tessa Hicks(2009) 'Engaged scholarship: reflections and research o... more To cite this Article Peterson, Tessa Hicks(2009) 'Engaged scholarship: reflections and research on the pedagogy of social change', Teaching in Higher Education, 14: 5, 541-552 To link to this Article:
Drawing on literature in the field and the author's own research, this paper argues that civi... more Drawing on literature in the field and the author's own research, this paper argues that civic engagement is critical to the success of students and universities and should be enacted at all levels of educational policy and practices. Yet, it must be facilitated in a way that ensures that equity, justice, and an appreciation of diverse value systems and perspectives are included in the development of civic actors, civic learning, and shared projects of social change in local communities.
Student Development and Social Justice, 2018
Progress in Community Health Partnerships: Research, Education, and Action, 2010
“Disrupting injustice and mobilizing social change,” examines tangible steps towards making meani... more “Disrupting injustice and mobilizing social change,” examines tangible steps towards making meaningful social change around issues of injustice in our communities. The unique theoretical frameworks in this chapter speak across a broad range of disciplines, theories, and practices including indigenous knowledge systems, theories of critical pedagogy, healing justice, mindfulness, and asset-based community development. The chapter explores a four-part process that involves becoming proximate to communities and issues of injustice, shifting the historical and political narratives that exist about these injustices, getting uncomfortable with our own ignorance, arrogance, apathy, or pain, and, finally, cultivating hope as a collective act to drive social change efforts.
Student Development and Social Justice, 2017
Chapter 7, “Changing Our Institutions, Changing Ourselves,” incorporates strategies for creating ... more Chapter 7, “Changing Our Institutions, Changing Ourselves,” incorporates strategies for creating organizational change in institutions of higher education. For critical, contemplative community engagement to be sustained in colleges and universities, it needs to be better recognized, valued, and promoted in faculty appointments, promotion and tenure reviews, and in student graduation requirements. Readers are also directed to sample syllabi and policies that may be used as transferable models. Finally, this chapter reflects on the limitations and opportunities connected to the research, theoretical models, and praxis components presented in this book, and suggests some next steps.
Student Development and Social Justice, 2017
This chapter, “Self-awareness and radical healing,” examines the development of the mind, body, h... more This chapter, “Self-awareness and radical healing,” examines the development of the mind, body, heart, spirit, and social consciousness so that students are more equipped to grapple with understandings of self, other, and purpose in the world. The chapter explores positionality (how one sees the world and is seen in the world according to race, class, culture, gender, ability, citizenship, sexual identity and orientation, etc.), identity development, intersectionality, interconnectedness, actualizing a love ethic, mindfulness and self-realization practices, personal trauma and the traumas of injustice, and the role of radical healing for individuals and communities.