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uOttawa.ca
Open Educational Resources for All To Use: The Various Resources Available in the Community Mobilization in Crisis Project
Emily Regan Wills, Nadia Abu-Zahra, Diana El Richani
uOttawa.ca
uOttawa.ca
What is the Community Mobilization in Crisis Project?
• CMIC produces digital open educational resources focused on community mobilization, which are multilingual and based in global examples, in order to facilitate new ways of teaching about community work and social change
• We work to build connection and collective workgrounded in relational accountability.
• We work in partnership with universities, scholars, and mobilizers in North America, the Middle East, and Latin America.
• Our materials are used in traditional university programs at uOttawa, to run stand-alone programming to support community mobilizers, and to launch a certificate program for refugees and host society members to gain access to higher education
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Diana,Emily,andNadia
uOttawa.ca
Decolonizing Community Mobilization Education• Decentering the predominant North American models of
community mobilization and their literature• Developing materials based on the experiences of
community leaders with experiences in managing mobilizations and initiatives in a similar or relevant context, and inviting them to participate in the program’s development and implementation
• Drawing from circle-learning pedagogical principles to create a dialogic learning environment—which moves away from colonially-inherited, top-down educational models
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Co-creating open educational resources:Developing pedagogical materials
Over 30 interviews conducted with community mobilizers in Canada, Lebanon, Palestine, and Iraqi Kurdistan
Semi-structured interviews conducted in order to allow space for the community mobilizers themselves to emphasize certain knowledge and experiences that they wish to share and highlight
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uOttawa.ca
Reaching out to different types of community mobilizations in the local region in order to:
•Ensure that the curriculum encompasses the different means through which individuals and communities organize in theirs contexts and with respect to their local resources•Avoid a one-dimensional representation of community mobilization •Showcase examples of how to work with similar and relevant local resources, circumstances, and cultural contexts
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uOttawa.ca
Our role in the co-creationCollection of the experiences of local community mobilizers from communities
Organization into an online open access digital curriculum:
Building the curriculum through an “inclusive” approach to dialogue between research and teaching
the divide between the academic community and those outside of it does not define who are ”experts”, who are “mobilizers”, and who are “participants”
Highlighting and grouping key themes and findings from the different interviews into relevant and cohesive Course Units, in which expertise are packaged in ways to best disseminate knowledge
Integration of interviews with transformational activities in popular education and adult learning
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uOttawa.ca
Using CMIC Materials: Digital Content to Deepen Student Learning
Video to bring concepts to life for students, and give them the ability to hear and reflect on the thoughts of diverse groups of mobilizers.
The mobilization e-portfolio as a way to develop reflection and help students build their own ideas
Digital versions of active learning activities such as the power shield to make it possible to implement these online
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uOttawa.ca
Using CMIC Materials: Building Projects Into University CoursesThe research project you choose should be the equivalent of 50 hours of work, from start to finish – including the presentation, and interim and final products. Each project should combine primary and secondary research. For instance, you may choose to conduct one semi-structured interview, transcribe it, and integrate the findings with your review of secondary and primary (“grey”) literature. Or you may wish to conduct auto-ethnography and follow the same process (qualitative analysis) to integrate it with secondary research findings.
The aim in the research is to “start in your backyard” and consider aspects of knowledge that you hold from experience, familiarity, and involvement. What means something to you? In what subject or on what issue might you consider yourself knowledgeable? What have you faced as a challenge or strength that could spark a small research initiative?
Once you have an idea of a research question, and with whom you might consult on that question, consider how this individual or these individuals might be engaged in planning your work. If they consent to work with you, what aspirations might they have for your interim and final products? How are you accountable to that person or those persons? How does your work follow the path of the “good-life”: wholeness, balance, relationships, harmony, growth, healing, respect, sharing (Cree teachings; Hart 2002)?
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