Ecological Planning through Community-Based Research in the Clayoquot and Barkley Sound Region

by Andre Vallillee

Community-Based Research and Education Curriculum Design

by Becs Cumming

For my course project, I thought it necessary to engage in an endeavor that would result in some degree of positive social impact. Because the course focused on putting academic energy towards positive social change and action through community based research, I thought it would be appropriate to choose a project that gives back to a community in some way. I thought that creating an elementary school educational resource kit about the Clayoquot Sound Region would be an effective way to combine what I have learned about community based research with what I have learned about Clayoquot Sound in [...]

Full Project
Letter to Teachers
Pictures of Becs' Project

Elements of Community Based Research in the Action Plan for a School Community Garden at Wickaninnish Elementary

by Jessica Boquist

Schools play an integral role in community development and healthy and active schools
therefore help to grow a healthy and vibrant community at broad (Froelicher 1955: 162). It is cliche to suggest the our children are our hope for the future, but on all accounts, that is very true. Understanding the importance of enriching the educational experience for our children, we must ask ourselves how to go about accomplishing this. Of course this could be achieved in an infinite number of ways, but one such relatively simple way is through the process of school (or community) gardening. [...]

Full Project

Communities and Knowledge: Community-based research as a tool for Social Democracy

by Joelene Clarke

The purpose of this paper is to provide an overview of what community-based
research is and my understanding of its present relevance. Some of the essential principles involved with community-based research are that it is socially relevant and links community analysis with (outside) research and culminates in action. There is a fundamental goal of building a community's capacity for generating knowledge to solve problems. The background of community-based research and some of its manifestations will be discussed. I will refer to some of the presenters the class of ES 400C heard from during our field trip to Clayoquot Sound. [...]

Community-Based Research and the Internet

by Julien Perrier

Throughout the ES400C course I have learned the many benefits of community-based research initiatives over regular research. Where standard research treats communities as “laboratories” for testing academic theories and new programs, community-based research aims at establishing a reciprocal education process between community and researchers. Today’s emerging technologies and the world wide web in particular offer new ways of disseminating and presenting information, and I believe they could play a key role in strengthening community-university connections. I will explore this theme [...]

Full Project

Public Dreams: Community-based Art as a Means of Social Change

by Justine Townsend

This essay is an exploration of art as a tool of activism and a strategy for social change within a community context. The word “community” will be loosely applied throughout the paper due to its elusive and inclusive nature. “Community” will generally be used to define a group of people who share resources within a geographically bounded space. However, this may be extended beyond the boundaries of geographical space to include those who are strongly connected by a common identity, ethnicity, culture, or otherwise. [...]

Full Project

Ways of Seeing Community, Culture and Place in the Clayoquot Sound Region

by Katy Adams

This project looks at the relationship between individuals and their community, culture and environment. This is undertaken through a comparative and reflective analysis of art and literature that stems from writers and artists within the Clayoquot Sound region. It also looks at my own experience within the region, as to give an outside perspective that I feel is only enhanced by my subjective understanding and way of seeing. I selected this format because I felt that art has the ability to reflect one's way of seeing their physical or social location.  I have assumed that art and literature is a way in which others can look through one's lens and recognize the understanding that arises from varied experiences of place, culture, and community. The ideas emphasized within this project are rooted in systems theory and the theory surrounding community based research. [...]

Community-Based Research: Challenging the Conventional Science Paradigm

by Kelly Young

Research is typically thought to be only for scientists, or so I thought.  Recently I was introduced to community-based, or participatory research, from taking Environmental Studies 400C: Community-based research in Clayoquot Sound. Community-based research is a different way of conducting research as compared to conventional science.  As a biology student trained in conventional science, it was difficult but also invigorating to learn of a new way to do research, one that is more connected to the community.  It was difficult to change how I thought of research; community-based research has some similarities with conventional science, but also many differences that cause some researchers to dismiss it as "not true science" or lacking vigor.  One example of community-based research versus conventional research is the goose barnacle fishery the Clayoquot Sound region.  Based on conventional science, more specifically the precautionary principal, the fishery was closed in May, 1999.  The precautionary principal is considered "good science" in that it's better to be cautious than to cause damage unknowingly.  However, basing policies on pure science is bad for the people of the community.  [...]

Field Trip Journal

Alternative Research Methods and Outputs for Sharing Community-Based Knowledge Through Art

by Keltie Craig

There are many communities around the world where the word "research" may induce shivers of disgust and painful memories for community members that have been involved in research projects. After years of being treated like laboratory subjects in field experiments, people have had enough. There are many reasons why these research projects have failed to produce enthusiasm in communities-Cheadle (1997, p.7) suggests that all communities are unique and therefore "one-size-fits-all" programs don't work, hostility arises when researchers don't respect community members as equal partners, and it is rare that anything [...]

Full Project
Artistic Works and Statement
Poem: Gooseneck Grazing

An Examination of Bioregionalism As It Applies To the Clayoquot Sound Central Region

by Kim Hunter

To really understand and appreciate the places we inhabit we must first come to know them on all levels. From the smallest aspects like fungi and bannana slugs, to the larger scale of an entire community, we must acknowledge it all. The concept of bioregionalism aims to do just that. In the following paper I will examine the role that bioregionalism plays throughout the Clayoquot Sound central region. The scope of the paper concerns the Central Region Nuu-chah-nulth First Nations, which covers the geographic areas of Hesquiaht, Ahousaht, Tla-o-qui-aht, Toquaht, and Ucluelet. [...]

Field Trip Journal

A Transformational Experience: Exploring the benefits and challenges of creating an ethnobotanical garden in Tofino

by Liz Reed

Science Shops at UVic, A Student Perspective

by Monica Gaudet

This paper will attempt to give a student perspective on the idea of having science shops at the University of Victoria. Comments on the topic have been collected from students and compiled below, along with my own perspective. In addition, the Vancouver Island Public Interest Research Group (VIPIRG) experience with a similar project is also described to give an idea of how science shops could be implemented, what has worked and what has not.

Science shops are a concept that was started in the Netherlands during the 1970s. Although they are present in North America, they are still the most prevalent in Europe. Science shops They represent a way for universities to express their involvement in the community and their social responsibility. Science shops provide research for community groups and NGOs in a socially and ecologically relevant context. Their structure is very different from one science shop to the other and their area of expertise is often very broad, because they tend to be products of the various faculties on campuses in which they are based. Although staffed with coordinators and professional researchers, students mostly do the research. The staff are there to support students and facilitate links between students and communities. Students gain relevant experiences while doing work for course credits. As well, the community group gets research done free of charge or at a bearable cost. It is a win-win situation. According to the International Network of Science Shop, a science shop provides independent, participatory research support in response to concerns experienced by civil society. [...]

Assessing the Merit of Teaching Community-based Research at the Undergraduate Level

by Shauna Chandler

Many students enter university with the hopes of being able to change the world. As time goes on, many modify this goal and hope to be able to at least help others a little bit, but more importantly to be able to find a good job when they are finished or to be able to start paying back their student loans. There are very few opportunities within their courses for students at the undergraduate level to become involved in "changing the world" even if it is only one small aspect within their own community. Students are faced with writing numerous papers and exams which take time and effort, but which often serve them with only a grade rather than with a sense of achievement or a feeling of pride for doing something positive for society. They are also pressured to feel that the only way to succeed is to become powerful and wealthy. If there were more opportunities for undergraduate students to become involved in their community, in research, and in creating social justice during their education, then perhaps more people would keep their dreams and determination of changing the world after they graduate too. In this paper I will explore the idea of teaching and involving undergraduate students in community-based research as a part of the curriculum, and discuss how this could benefit students and society as a whole. [...]

Paper

School of Environmental Studies:

Celebration of Possibilities

 

University of Victoria - May 31, 2003

Only one day after returning from a grueling 8 day fieldtrip, several ES 400C students summoned their energies and showed their dedication by participating in a major public engagement event for the School of Environmental Studies on May 31, 2003.

Shauna Chandler presented an excellent summary poster of the ES 400C summer course and provided sample course materials donated by several of the students.

Andre Vallillee was a guest speaker on a panel session and highlighted the importance of community-based research approaches that were discussed in the ES 400C class.

Becs Cumming and Justine Townsend created an outdoor art stop for children.

Monica Gaudet and Joelene Clarke helped with general organisation of the event.

These ES students helped make the event a huge success!

Clayoquot Science Symposium:

Citizen Science and Community Health

 

Tin Wis Resort, Tofino - November 25-28, 2003

The Clayoquot Symposium 2003 brought together researchers and area residents to facilitate dialogue and shed light on pressing local issues. The general theme of the conference, Health Across the Water , was explored through four days of discussions between community members and invited guests.

Four ES 400C students had their works presented at the Symposium:

• Shauna Chandler's ES 400C course summary poster

• Kelly Young's ES 400C Journal Summary

• Justine Townsend's ES 400C paper entitled “Public Dreams: Community-Based Art as a Means of Social Change”

• Keltie Craig's poster entitled “Alternative Research Methods and Outputs: Sharing Community-Based Knowledge Through Art”, which combined scanned images of her original artwork, excerpts of her course paper, her gooseneck barnacle poem, and a short biography.

Jessica Boquist also donated her project (Action Plan for a School Garden at Wickaninnish Elementary: A resource kit and discussion of what has worked in other communities) to the community display.

At the request of the community, all of the above students' works are to be displayed at the CLARET community office and/or the Raincoast Interpretative Center in Tofino.