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Jorie Emory dissertation final.pdf (30.93 MB)

ETD Abstract Container

Abstract Header

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

Emory, Jorie Lynne
http://rave.ohiolink.edu/etdc/view?acc_num=osu1429204991

Abstract Details

2015, Doctor of Philosophy, Ohio State University, Arts Administration, Education and Policy.
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. 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. 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.
James H. Sanders, III, PhD (Advisor)
Karen Hutzel, PhD (Committee Member)
Joni Acuff, PhD (Committee Member)
179 p.
Art Education; Arts Management; Pedagogy
public pedagogy; philanthropy; insider action research; giving circles; crowdfunding; relational practice; nonprofits; social capital; community democracy

Recommended Citations

Citations

  • Emory, J. L. (2015). Public Pedagogy and Relational Philanthropy: An Insider Action Research Study of Columbus SOUP [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429204991

    APA Style (7th edition)

  • Emory, Jorie. Public Pedagogy and Relational Philanthropy: An Insider Action Research Study of Columbus SOUP. 2015. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1429204991.

    MLA Style (8th edition)

  • Emory, Jorie. "Public Pedagogy and Relational Philanthropy: An Insider Action Research Study of Columbus SOUP." Doctoral dissertation, Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429204991

    Chicago Manual of Style (17th edition)

osu1429204991
248
© 2015, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.