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Foreword by Tracie D. Hall

Community engagement isn’t simply an important component of a successful library—it’s the foundation upon which every service, offering, and initiative rests. Working collaboratively with community members—be they library customers, residents, faculty, students or partner organizations— ensures that the library works, period. This important resource from ALA’s Public Programs Office (PPO) provides targeted guidance on how libraries can effectively engage with the public to address a range of issues for the betterment of their community, whether it is a city, neighborhood, campus, or something else. Featuring contributions by leaders active in library-led community engagement, it’s designed to be equally useful as a teaching text for LIS students and a go-to handbook for current programming, adult services, and outreach library staff. Balancing practical tools with case studies and stories from field, this collection explores such key topics as

• why libraries belong in the community engagement realm;
• getting the support of board and staff;
• how to understand your community;
• the ethics and challenges of engaging often unreached segments of the community;
• identifying and building engaged partnerships;
• collections and community engagement;
• engaged programming; and
• outcome measurement.

Capoeira began as a martial art developed by enslaved Afro-Brazilians. Today, the practice incorporates song, dance, acrobatics, and theatrical improvisation—and leads many participants into activism.

Lauren Miller Griffith’s extensive participant observation with multiple capoeira groups informs her ethnography of capoeiristas--both individuals and groups--in the United States. Griffith follows practitioners beyond their physical training into social justice activities that illuminate capoeira’s strong connection to resistance and subversion. As both individuals and communities of capoeiristas, participants march against racial discrimination, celebrate Martin Luther King Jr. Day and Juneteenth, organize professional clothing drives for job seekers, and pursue economic and environmental justice in their neighborhoods. For these people, capoeira becomes a type of serious leisure that contributes to personal growth, a sense of belonging, and an overall sense of self, while also imposing duties and obligations.

An innovative look at capoeira in America, Graceful Resistance reveals how the practicing of an art can catalyze action and transform communities.

Although both our climate and democracy are in crisis, there is hope. Creative engagement has been taking place at the community level as environmental activists, grassroots movements, and place-based collaborative efforts have partnered with institutions to create effective sustainability initiatives.

Renewable Civic Energy provides an analytic framework and case studies that show how innovative practitioners from civic and professional associations, educational institutions, and youth organizations, as well as local, state, and federal agencies, have collaborated to “design for democracy.” These include watershed associations to restore rivers and address sea level rise, as well as collaborative community conservation and tribal partnerships on Western lands. Sirianni also analyzes collaborative environmental justice and university partnerships that promote engagement and democratic professionalism.  

Sirianni closes Renewable Civic Energy by proposing several transformative, yet thoroughly pragmatic, institutional reform strategies. Ordinary people can help solve complex public problems—and they can enable government to work with them to improve both the climate and democracy.

In 1987, Duluth, Minnesota, and Petrozavodsk, in what is now Russia, officially joined hands as sister cities. Douglas C. Nord tells the stories of their collaboration in the context of the late Cold War, covering in substantial detail the lived experiences of city officials, community leaders, academics, and average citizens who worked to bridge the divide between the United States and the Soviet Union. What circumstances supported or undermined efforts to conduct people-to-people diplomacy? What internal difficulties emerged, and how were they overcome? And what were the short-term effects and long-term consequences of the relationships forged in these postindustrial cities, across an ideological divide as deep and wide as the ocean that separated them?

Sister City Diplomacy offers a historical account of citizen diplomacy set in a unique political and social environment. But in its theoretical grounding and informed arguments, this study speaks to much broader and contemporary concerns, both in terms of United States–Russian relations today and with regard to the challenges and opportunities of community-based diplomacy in general. Lessons learned along the shores of Lakes Superior and Onega in the last days of the Cold War hold great value given the heightened tensions of current geopolitics.

Working in community is critical to several fields. Working en comunidad focuses on service-learning and Latina/o/e communities within a variety of institutional contexts. It provides a practical framework grounded in theoretical approaches that center Latina/o/e experiences as foundational to understanding how to prepare students to work in the community and en comunidad.

The volume tackles three major themes: ethical approaches to working with Latina/o/e communities within language courses and beyond; preparing Latina/o/e students for working with their own communities in different environments; and ensuring equitable practices and building relationships that are mutually beneficial for students and community members. The editors forward two central arguments: (1) Equitable community engagement in higher education is a reflective and reciprocal process that develops empathy and personal and professional growth in students; and (2) service-learning is most transformative when it explicitly guides students and the community to build cultural humility and recognize Latina/o/e experiences and agency as foundational to the learning process.

Many of the contributors and editors are Latina/o/e-identified scholars, practitioners, and researchers, who lend a rich body of experience and a personal dedication to this work. They present distinct approaches and geographies, as well as range of institutions, to offer a wide scope of engaged work that builds on the concept of comunidad to advance a critical new conceptual framework of equitable education and racial justice.

Contributors
Stacey Alex
Elena Foulis
Christina García
Catherine Komisaruk
Kelly Lowther Pereira    
Glenn Martínez
María Luisa Parra-Velasco