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This article provides an exploratory case study of place-based pedagogy developed in partnership with Every Campus A Refuge (ECAR) at Guilford College. ECAR is the first initiative of its kind to mobilize college and university campus resources to provide housing and other forms of assistance to refugees seeking resettlement in the institution's local area (within and beyond the institution's physical borders). ECAR is transforming refugee resettlement in the United States as it also transforms our understanding and teaching about the issues faced by these communities and the role of post-secondary educational institutions. Through ECAR's commitment to "compassionate hospitality and radical accountability" (Every Campus A Refuge, n.d.), campuses undergo transformations that blur the boundaries between campus and community and redefine the notion of "place" for students and community members. This article examines how place-based initiatives at resettlement campuses, such as ECAR in Greensboro, impact student experiences and learning. We present an analysis of survey data collected from students who participated in the ECAR minor and analyze their responses. This data indicates that the academic program's place-based pedagogy (1) provides students opportunities to learn about what forced displacement is and why it happens; (2) centralizes the voice, agency, and perspectives of the individuals who experience forced migration and resettlement; (3) emphasizes how we can collectively organize and advocate to address the problems of forced displacement and resettlement. In this way, the minor is helping students engage in the work of principled problem-solving in refugee resettlement through specialized course offerings and place-based pedagogy. The paper concludes with challenges and opportunities for campuses interested in adopting this place-based refugee resettlement program for their colleges/universities. It also discusses pathways for further research and pedagogical innovation.

College professors, including those in women's studies, are increasingly implementing pedagogical methods that include online social networking tools such as YouTube, Facebook, Friendster, Del.icio.us, blogs, etc., to enhance face-to-face discussions in the classroom. The sharing of up-to-the-minute information on a site that students are already using makes social networking sites attractive to teachers. Feminist teachers, however, have an additional consideration when employing social networking tools in the classroom--identifying how social networking tools might encourage feminist pedagogy by building upon the experiences of the students and, simultaneously, enhancing the democratic participation of everyone in the classroom. While social networking tools hold potential for feminist pedagogy, there is little systematic academic research concerning the impact of social media on student learning in a women's studies classroom or on feminist praxis. This study analyzes student response to the use of a closed Facebook group to expand the classroom conversations of students enrolled in traditional face-to-face (FTF) women's studies courses beyond the designated class period. The findings suggest that Facebook is an effective tool for integrating current issues into the FTF classroom and encourages a feminist critical reflection and engagement that expands the classroom to a social networking site (SNS). In addition, Facebook facilitates goals of feminist pedagogy such as questioning the gendered relations of power, as well as making learning a more democratic experience for students. Feminist pedagogy is enhanced by including Web 2.0 technologies found in social networking tools such as Facebook.

This paper examines how homelessness is criminalized in Greensboro, North Carolina, and the ways in which the Homeless Union of Greensboro (HUG) has contested such criminalization. This paper draws on data from a participatory action research study conducted between 2018 and 2020 by a group of researchers from two local universities and members of HUG. Findings from our study suggest that law enforcement officers in Greensboro use a vast array of laws to harass, ticket, and arrest people experiencing homelessness, particularly those who are Black. Findings also suggest that when individuals experiencing homelessness seek help for citations or arrests, it is challenging to access quality, affordable legal representation. This paper illustrates how HUG takes a multi‐pronged approach to address the variety of policies and practices that target homeless people, particularly people of color, recognizing that systems change requires a multifaceted approach that adapts to dynamic social and political contexts. [ABSTRACT FROM AUTHOR]