This systematic integrative review provides a unique pioneering perspective on community support practices in social, community, and cooperative housing, improving our understanding of the practice and its outcomes.

Most studies of disparities in birth and postnatal outcomes by parental birthplace combine all immigrants into a single group. We sought to evaluate heterogeneity among immigrants in Canada by comparing birth and postnatal outcomes across different immigration categories.

The COVID-19 pandemic exacerbated the precarity of artistic livelihoods across the arts and culture sector. With efforts to repair past harms and reimagine more equitable futures comes the need to center the lived experiences of artists in research and policy development. Sustainable pARTnerships: Collaboration and Reciprocity in Creative Cities is a participatory arts-based research initiative that brings together the cultural and academic sectors to jointly imagine futures in which artists can thrive.

This magazine, which was entirely created by youth, shares the findings from the first phase of the RE-IMAGYN BC (Relationship Equity and Intersectional Measurement Among Gender-inclusive Young people in British Columbia) project, which was centered around eliciting young women's and non-binary youths' (between the ages of 16 and 29) perspectives on existing relationship equity scales. This magazine also contains art from youth across BC that relates to their understandings of relationship and gender equity; working with these youth to co-create understandings of the described topics.

This study evaluates the impact of Amadeusz’ Prosper program which supports individuals with firearm-related charges between the ages of 18 to 29 in Ontario, Canada. Prosper offers intensive case management through caseworkers who cocreate tailored support plans with participants based on their immediate needs and long-term goals. The program supports individuals during incarceration and postrelease once back in community.

In a country as prosperous as Canada, the statistic that 5.8 million people live in poverty is a stark reminder of the inequities that persist. In Durham Region, the Building Bridges Together project supported by Durham College’s Social Impact Hub, funded by the Social Science and Humanities Research Council of Canada, and led by Professor Lorraine Closs from the Faculty of Social and Community Services are tackling this issue head-on by empowering low-income community members through innovative financial strategies. 

The three-day art exhibit was a celebration of the intersection between art and science, which is the focus of the CCDMP’s knowledge mobilization project, pip o. The pip o. Project adopts an arts-based approach to disseminate our research on child development to a wider and diverse audience. Project initiatives include a bi-annual magazine for parents and teachers, arts-based curriculum that promotes social-emotional development, and community events.

This Framework positions CIHR on a clear path towards achieving our vision where Canadian health research is recognized as inclusive, collaborative, transparent, culturally safe, and focused on real-world impact. We are looking to ensure agency-funded research is scientifically excellent and ultimately leads to impacts that benefit all people in Canada, including those historically underrepresented in the health research system. 

For nearly two decades, the Carnegie Foundation for the Advancement of Teaching’s Community Engagement Classification has recognized postsecondary institutions in the United States for demonstrating their commitment to their broader communities through engaged learning, research, and partnership practice. Now, a new initiative will bring the classification to a group of Canadian institutions.

UNDER THE SCOPE of substantiating collaborative learning and sustainable rural relationships through online hybrid research in Western Canada, this study explored the implications of Zoom in a large-scale community-based study. The research team employed an action-research methodology over the course of almost two years to address the following question: What are the implications of using Zoom for community-based research in rural Canada and what challenges need to be addressed when developing a hybrid study?

This article describes a project involving 13 community focus groups on the topic of anti-racism and belonging where the researchers concluded each group with a robust discussion about how the group would prefer to receive the findings from the project.

Indspire is an Indigenous national charity that invests in the education of First Nations, Inuit and Métis people for the long-term benefit of these individuals, their families and communities, and Canada.

Building Brighter Futures for Indigenous Learners: Insights into the National Education Survey 

The June 2024 Community of Practice explored the topic of "creating community-led knowledge mobilization resources" with guest speakers Zoë Osborne and Colby Hangle, Simon Fraser University and RE-IMAGYN BC study.

Introducing our new handbook, a free and accessible resource for those interested in using facilitation to advance community interests. Whether you're new to facilitation or a seasoned expert, this guide offers valuable insights for community-engaged research and beyond. Perfect for researchers, students, and university leaders, it provides practical advice and strategies for supporting communities through social transformation.

Citizen science projects are vulnerable to top-down directivity and driven by assumptions of one-directional ambitions regarding capacity building and knowledge production. Through the story of Ruth, we discuss how deep-seated legacies of inequality influence the politics of knowledge and explore what those involved in citizen science projects could learn from the politics of knowledge as it emerges from decolonisation struggles—particularly as manifested within the academy. Most universities are oriented around Western knowledge regimes that mute many other ways of knowing and ordering the world. Significant inroads have been made when writing on decolonising education, but less is known about the effects of the colonisation of state institutions and the disturbances, interferences, and disruptions to organising, sharing, and creating knowledge in public spheres outside of these same universities. These disturbances affect the personal and collective histories of people so that when they are part of research linked to the university, their everyday lives become enmeshed with institutional hegemonies. Research is not dissociated from its deeply entrenched colonial roots. If decolonisation means going deeper into the legitimacy of knowledge and who and how this is being defined, then this must include the process of producing that knowledge outside the bastions of power.

If you’ve ever tried to bring about positive change in the world, you know how easily the best-laid plans can go awry.

John, J., & Castleden, H. (2024). “Dear John”: Overriding institutional axiology by privileging Indigenous relational ethics. Research Ethics, 0(0). https://doi.org/10.1177/17470161241288649

The COVID-19 pandemic and safety measures impacted Canadians' lives in multiple ways. These measures, known as public health measures (PHMs), were crucial to protecting the physical health of Canadians and included closing non-essential businesses and public places, practicing physical distancing, and shifting to online schooling events (Canadian Institute for Health Information, 2022). Adolescents’ daily lives and routines were significantly impacted as a result, which subsequently impacted their mental health (Montreuil et al., 2022; Richard et al., 2023). It is well known that youth mental health was affected during the pandemic, but what is less understood is how the PHMs in particular affected their mental health and how youth themselves perceive their experiences. This report discusses a research project that explored youths’ perceptions of how the PHMs affected their daily lives and mental health during the COVID-19 pandemic.

Wilson-Forsberg, S., Masakure, O., Kimani-Dupuis, R., & Mondal, S. (2024). “Sometimes We Struggle, Sometimes We Push Back:” The Educational Experiences and Aspirations of Youth with Refugee Backgrounds from the Horn of Africa . Canadian Journal of Education Revue Canadienne De l’éducation, 47(3), 634–672. https://doi.org/10.53967/cje-rce.6615