Engaged Conversations - Spring 2024
Engaged Conversations is a series of workshops, speaker events, publication talks, convening, and other collaborative events that promote communities of practices on community engaged learning, teaching and research.  We look forward to your attendance and participation of the following sessions.   Please indicate all sessions that you will be attending.  
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Monday, February 12, 12Noon - 1:00 PM, 300 Kennedy Hall ( in-person only)

James Spinazzola, Barbara & Richard T. Silver ‘50, MD ‘53 Associate Professor, Director of Winds.  He is an active conductor, ensemble clinician, saxophonist, and arranger. In addition to directing the Cornell wind program, James teaches undergraduate courses in conducting, music theory, and chamber music; and serves as faculty adviser to CU Winds, a student-driven organization devoted to the performance and promotion of wind band music.

“Community-Engaged Performance Tours A Handbook for Ensemble Directors and Educators (Routledge)  

This recent publication addresses the role of performance touring as a form of classroom and community engagement. Performance tours have long been a part of the collegiate and high school music ensemble experience, bringing student bands, choirs, and orchestras into connection with a wide variety of audiences, venues, and cultural contexts. This book presents a new approach to the performance tour that integrates touring with community engagement and service-learning. Emphasizing reciprocity, cross-cultural exchange, and global awareness, the author addresses how visiting ensembles can work with host communities instead of performing for them. The book includes student and community perspectives and case studies from the author’s experience leading university wind symphony tours in Haiti and the Dominican Republic, and provides a practical and hands-on model for ensemble leaders and educators.”

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Wednesday, 2/28, 12-1:30 PM, 102 Mann Library (zoom option is available)

Rachael Shah,  a former community literacy worker, Rachael Shah is an associate professor of writing studies at the University of Nebraska-Lincoln, where she directs the Nebraska Writing Project engagement initiative and teaches classes on community-based pedagogies, public rhetorics, and teacher education.  Her book Rewriting Partnerships: Community Perspectives on Community-Based Learning won the IARSLCE (International Association for Service-Learning and Community Engagement) Publication of the Year Award, as well as the Coalition for Community Writing’s Outstanding Book Award for 2020.  Her first publication was a participatory action research project co-authored with local youth researchers, and much of her academic and public work continues to be co-written with community partners or students.  Shah has coordinated community-based learning programs for over 15 years, including guiding the Wildcat Writers program as it grew from a handful of teacher participants to a program that involved 1,200 students a year.  She has taught community-engaged classes at the elementary, high school, undergraduate, and graduate level, and she loves supporting instructors as they explore community-based pedagogies.  

Transformative Co-Creation: Epistemologies and Strategies for Collaborative Writing with Community Partners

Our engagement partnerships often call for texts that incorporate community partner insights—from syllabi for community-based classes,  to grants that secure funds, to social media posts that showcase our partnerships, to academic articles about engaged research. The way we write these texts is the way we write our partnerships themselves. What might change if we were to reimagine how these texts are produced to more deeply synthesize community and academic insights?  In this talk, Rachael Shah will draw on interviews with people who have co-created across university-community lines to explore not only the transformative potential of deep collaboration, but concrete techniques that have been used to infuse democratic ideals into the collaboration process.  

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Friday, 3/22, 12-1:30 PM, 209 Kennedy Hall (in-person only)
Engaged Workshop: partnership models, assessment and impact.    
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Wednesday, 4/10, 12-1:30 PM, 102 Mann Library ( Zoom option is available)

Aurora Santiago Ortiz is an Assistant Professor of Gender and Women’s Studies and Chicane/Latine Studies at the University of Wisconsin-Madison. Her research focuses on antiracist feminisms, decolonial perspectives, and participatory action research. Her work has been published in the Michigan Journal for Community Service Learning, the Italian Journal of Urban Studies, Curriculum Inquiry, Chicana/Latina Studies Journal, and the International Journal of Qualitative Research. She has also contributed to Society and Space, NACLA, The Abusable Past blog of the Radical History Review, Electric Marronage, Open Democracy, Caliban’s Readings, and Zora magazine. 

Reciprocity, Mutuality, and Solidarity in Community Engagement

This talk highlights central considerations when establishing reciprocal, horizontal, and solidary community-university partnerships. By examining a case study of an interdisciplinary research course, Santiago Ortiz will delve into the ethical considerations, as well as critical dilemmas and possibilities when engaging in critical and anticolonial approaches to service learning, as well as participatory action research processes.

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Would you be joining us by Zoom? Please indicate which session you will be attending via Zoom.  A link will be sent to you a day before the session.  
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