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Public Pedagogy and Relational Phila...

Emory, Jorie Lynne.

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Public Pedagogy and Relational Philanthropy: An Insider Action Research Study of Columbus SOUP.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Public Pedagogy and Relational Philanthropy: An Insider Action Research Study of Columbus SOUP./
作者:	Emory, Jorie Lynne.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	179 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
Contained By:	Dissertation Abstracts International78-02A(E).
標題:	Art education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10144976
ISBN:	9781369005400

Public Pedagogy and Relational Philanthropy: An Insider Action Research Study of Columbus SOUP.
Emory, Jorie Lynne.

Public Pedagogy and Relational Philanthropy: An Insider Action Research Study of Columbus SOUP. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 179 p.

Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.

Thesis (Ph.D.)--The Ohio State University, 2015.

This qualitative research study critically examines the public pedagogy that surrounds community-based---or relational---philanthropy. Situated within the broader context of social capital and community democracy, the study considers what is being taught or learned (and how) when individuals engage in community philanthropy.

ISBN: 9781369005400Subjects--Topical Terms:

547650
Art education.

Public Pedagogy and Relational Philanthropy: An Insider Action Research Study of Columbus SOUP.
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520 $a This study is grounded in critical and feminist theories and employs insider action research methodology to explore the organizational and programmatic activities of Columbus SOUP, a recurring grantmaking project in Columbus, Ohio. I am positioned as an insider in this research: both as a board member of Columbus SOUP, and as a community-based and socially engaged arts practitioner. I pose the question: How does Columbus SOUP operate as a site for public pedagogy toward new understandings of grassroots and/or relational philanthropy? to facilitate the emergence of participant stories about their experiences with relational philanthropy. Participants include twenty individuals from Columbus, Ohio who actively engaged in Columbus SOUP, including Columbus SOUP board members, grant applicants, event attendees, volunteers, and myself as researcher and co-participant.
520 $a Several significant themes emerged from interviews, observations, and researcher reflections, including those revolving around issues of transformative learning, building social capital, community strategies for engagement, and tensions and challenges embedded in "grassroots" projects, such as the urge to institutionalize/corporatize community-based initiatives. This study is not meant to provide a prescriptive approach for the fields of philanthropy or nonprofit management, but rather to illuminate the transformative, informal teaching and learning that takes place in public events and programs.
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