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Anti-Poverty Community Organizing and Learning (APCOL)

photograph of D'Arcy Martin

What's Next ?


by D'Arcy Martin

D'Arcy Martin is an activist educator and coordinator of the APCOL project.

 Photo: Lise Bolduc

 Learning Changes, Vol. 1. No. 1 Fall 2009

Through the fall and winter 2009-2010, the project’s in-depth interviewing and recording will concentrate in two locations – Foodshare and the community organizations in Kingston-Galloway, while also completing a historical review of the campaign for a $10 Minimum Wage in Toronto. The following year, we plan to add two more locations, to do a background survey on all four locations, and to have our first full-scale knowledge exchange among the project participants in all locations. Whew!

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 Learning Changes, Vol. No. 2 Spring 2010 

The first year of this project draws to a close in the spring. We are now compiling and analyzing the results of two case studies, one with FoodShare and the other with community groups in the Kingston-Galloway neighbourhood of Scarborough. From this, we can already see some of the ways that food security and housing interact to reinforce inequalities, and some of the strategies to turn this around.

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Learning Changes, Vol. 2. No. 1 Fall 2010

APCOL is now half way through the second year of our project and the multiple dimensions of anti-poverty work are becoming increasingly clear. Our two initial case studies are now completed and we have begun writing them up. Our new case study is beginning in St. Jamestown, downtown east Toronto, a partnership with the pre-apprenticeship program of George Brown College, which will place decent work in the foreground.

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Learning Changes, Vol. 3. No. 1 Fall 2011

When a small group of community leaders and university researchers started this project, our first concern was to build a strong foundation. On the community side, this meant demonstrating an ability to deliver useful results and to provide direct support to the capacity of grassroots groups. On the university side, this meant attracting progressive and capable students, and giving them scope to initiate and engage. Neither of these big tasks is ever completed, but now, half way through our five year term, we need to share what we are learning.

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Learning Changes, Vol. 3. No. 1 Summer 2013

What have we found out so far in our project? We now have results of case studies, of extended interviews, of survey questionnaires… a heap of data to help map the informal learning processes in which people engage as they become active in their communities.

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