The Team

Many individuals contributed their time, insight, and energy to supporting this project.

Sarah Switzer, Lead Researcher, Ontario Institute for Studies in Education, University of Toronto

Andrea Vela Alarcón, Lead Illustrator and Graduate Assistant, Ontario Institute for Studies in Education, University of Toronto

​Naima Raza, Graduate Assistant, Ontario Institute for Studies in Education, University of Toronto

Rubén Gaztambide-Fernández, Co-lead Researcher, Ontario Institute for Studies in Education, University of Toronto

Collaborators:

  • Angie Aranda, Neighbourhood Arts Network

  • Eva Hellreich, Neighbourhood Arts Network

  • Casey Burkholder, Education, University of New Brunswick

  • Heather Hermant, Centre for Community Partnerships, University of Toronto

  • Erin Howley, Independent Community-Engaged Practitioner

  • Francisco Ibáñez-Carrasco, Dalla School of Public Health, University of Toronto

  • June Larkin, Women and Gender Studies, University of Toronto

Partners:

  • Youth Research Lab, Ontario Institute for Studies in Education

  • Neighbourhood Arts Network

  • Centre for Community Partnerships, University of Toronto

  • Gendering Adolescent AIDS Prevention, New College, University of Toronto

Community-Engaged Practitioners:

Thank you to the many community-engaged practitioners who shared their time and insight in various ways. In our study, participants told us how they wanted to be credited for their involvement in the study. Some provided pseudonyms. The following individuals provided support with with event organization, resource development, or shared valuable insights that led to the creation of this resource:

Kate Klein, Craig Boucher, Dee, Jessica Bleuer, Z., Nadia O’Brien, Kellum Jaymes, Carol Strike, Sam Tecle 

Shira Taylor, Lori Chambers, Monica Anne Batac, Adam Barrett., C. Lurch, karen darricades, G., Naomi Tessler 

Mindy Stricke, Vibhuti Kacholia, Victoria Mata, Khari McClelland, Ananya Tina Banerjee, Casey Burkholder 

Jen Thompson, Katie MacEntee, Lori Kufner, Y., Francisco Ibañez-Carrasco, and FIFIO.

Website support provided by Hisayo Horie.

Funding for this study provided by a Social Sciences and Humanities and Research Council Postdoctoral Fellowship (Dr. Sarah Switzer). Graduate Assistant support provided through Social Sciences and Humanities and Research Council (SSHRC) Insight Development Grant, as well as Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education, University of Toronto. Thank you to New College Initiatives Fund and the Centre for Community Partnerships for sponsoring events to bring students, community-engaged practitioners and faculty into dialogue.