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Record W4379621285 · doi:10.1353/clj.2020.a772119

The Contemplative Concerns of Community Engagement: What I Wish I Knew about the Work of Community Writing Twenty Years Ago

2020· article· en· W4379621285 on OpenAlexaboutno aff
Paula Mathieu

Bibliographic record

VenueCommunity Literacy Journal · 2020
Typearticle
Languageen
FieldSocial Sciences
TopicService-Learning and Community Engagement
Canadian institutionsnot available
Fundersnot available
KeywordsContemplationWishPoliticsHumilityWhite (mutation)SociologyMedia studiesAestheticsPsychologyLawPolitical scienceTheologyArtPhilosophy

Abstract

fetched live from OpenAlex

The Contemplative Concerns of Community Engagement:What I Wish I Knew about the Work of Community Writing Twenty Years Ago Paula Mathieu (bio) I could not have given this same talk twenty years ago, or ten, or even five years ago. I am finding that experience—a kinder word for age—coupled with a contemplative practice brings humility and awareness, which is as close to wisdom as I'll ever get. I know a few things now that I didn't know when I began community-engaged teaching and didn't even know to ask. While experience will be each of your own best teachers (better than a middle-aged white woman offering advice), I hope that, through my stories, I can share a few lessons about what I now see as the contemplative call of community writing, which is at once personal, political, historical, and pedagogical. If we are going to do community-based work ethically and, mindful of past and present racial and other political wounds, we need to do our work unflinchingly and humbly. And if the "we" includes people who are seen as white, I deeply believe, we need to do this work in intentionally antiracist ways, mindful of the white supremacist systems in which we work, from which we have benefited and continue to benefit, and to ask, even if we see no clear answer: What does antiracist work look like here and now? Point 1: Our Personal Stories Matter. In Other Words, I Carry Pain/Desires/Stories That I Don't Fully Know or Understand (and so, probably, do you) When asked how or why I got interested in community writing, which began with starting a writing group with homeless writers in Chicago in the 1990s, I could always provide answers. These answers were each true in their own way; true but incomplete. It is true that Joel Alfassa's homeless gourmet column, which wrote with humor and love about food that could be prepared without waste on a hot plate in a single pot, struck me powerfully as a fresh and honest way to help privileged people get the smallest glimpse into the mad juggle that constitutes living in poverty. It is true that his writing and that of other vendors of StreetWise newspaper moved me, and I wanted to help out in whatever small way I could—starting with volunteer editing and growing my role very slowly over many months and years. It is true that as a graduate student in Language, Literacy and Rhetoric, I experienced this newspaper, this weekly act of community publishing and circulation, as a unique and vital act of rhetoric in our city, and I was drawn to be a part of it. We all probably have similar stories, of feeling called by a project, being called to do the work. And I was called, and that was the story I was comfortable telling about it. [End Page 38] But until shockingly recently I never connected my pull to work with homeless writers, first in Chicago, then Boston, Montreal, Glasgow, and all around the world, with one March night, when I was nine years old. I was sound asleep when my brother Tom woke my sister Liz and me by opening our bedroom door, shutting it behind him, turning on our light and saying, "The house is on fire. Get dressed and get out." My mind replays those next minutes with shocking clarity, or maybe it's just a memory of a memory recalled thousands of times—a photocopy reproduced beyond recognition. I don't know how accurate my memories are despite their vividness: me reaching into my closet to put on clothes, as 3:30 am in March in the south suburbs of Chicago is frigid, pulling out a green snow suit to slip on over my pajamas, sliding into a pair of Liz's snow boots, which were too big, but strangely uncomfortable near the toe—I would later discover a collar for our dog Woody nesting in that boot as the source of the discomfort. I don't remember Liz fleeing, but by the time I was dressed, I, the youngest of my family...

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.027
metaresearch head score (Gemma)0.003
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies, Scholarly communication, Open science, Research integrity
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: Qualitative
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.132
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0270.003
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0010.000
Bibliometrics0.0000.001
Science and technology studies0.0210.002
Scholarly communication0.0010.001
Open science0.0050.002
Research integrity0.0000.014
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.189
GPT teacher head0.382
Teacher spread0.193 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designQualitative
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations0
Published2020
Admission routes1
Has abstractyes

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