Perspectives on capacity strengthening and co-learning in communities: Experiences of an Aboriginal community-based research steering committee
| dc.contributor.author | Stringer, Heather | |
| dc.contributor.supervisor | Ball, Jessica | |
| dc.contributor.supervisor | Gokiert, Rebecca Jayne | |
| dc.date.accessioned | 2016-01-05T21:28:18Z | |
| dc.date.available | 2016-01-05T21:28:18Z | |
| dc.date.copyright | 2015 | en_US |
| dc.date.issued | 2016-01-05 | |
| dc.degree.department | School of Child and Youth Care | |
| dc.degree.level | Master of Arts M.A. | en_US |
| dc.description.abstract | Community-university partnerships have become more prevalent to support community-based research, especially as a collaborative approach to research with Aboriginal Peoples in Canada. One practice is the activation of a community-based research steering committee to initiate, govern, and review research pertaining to their local community. Within literature related to community-based research, perspectives on capacity strengthening and co-learning from the members of a community-based research steering committee are under-represented. A qualitative case study approach was used to explore the research question: What are the experiences of the Alexander Research Committee (ARC) members in defining and operationalizing capacity strengthening and co-learning across multi-sectoral research projects? Nine current and past members of the ARC participated in individual semi-structured interviews and five of these ARC members also participated in a subsequent focus-group discussion. Analysis of these qualitative data indicated that foundational relationships and a conducive learning environment are key factors for a community-based research committee to experience co-constructed knowledge and learning. The findings of this study highlight the importance of an operational foundation of trusting relationships in order to establish and sustain a working environment where a community-based research committee can learn together and from each other. This study also yielded insights about how this community-based research committee predicated capacity strengthening from the understanding that ‘we are all learners’, with each member bringing forward unique strengths, questions and growth to the research processes. | en_US |
| dc.description.scholarlevel | Graduate | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/7012 | |
| dc.language | English | eng |
| dc.language.iso | en | en_US |
| dc.rights | Available to the World Wide Web | en_US |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/2.5/ca/ | * |
| dc.subject | community-based research steering committee | en_US |
| dc.subject | capacity strengthening | en_US |
| dc.subject | co-learning | en_US |
| dc.subject | community-university partnerships | en_US |
| dc.subject | qualitative case study approach | en_US |
| dc.title | Perspectives on capacity strengthening and co-learning in communities: Experiences of an Aboriginal community-based research steering committee | en_US |
| dc.type | Thesis | en_US |