Shaping Emerging Community-Engaged Scholars’ Identities
A Genre Systems Analysis of Professionalization Documents that (De)Value Engaged Work
Bibliographic Data
| ID | 21307667 |
|---|---|
| Authors | Megan Faver Hartline (0009-0005-3928-5386, corresponding author) |
| Year | 2023 |
| Volume | 74 |
| Issue | 4 |
| Pages | 592-617 |
| Publication date | 2023-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | College Composition and Communication (JOURNAL) |
| Journal identifiers | ISSN: 0010-096X • E-ISSN: 1939-9006 |
| Publisher | National Council of Teachers of English (PUBLISHER • US) |
| DOI | 10.58680/ccc202332519 |
| OpenAlex | W4385430984 |
| Language | EN |
| References cited | 12 |
This article presents the findings from a small case study to examine how community-engaged research is systemically delegitimized over the course of a scholar’s career. Analyzing a genre system of university professionalization documents prior to tenure and promotion shows how such documents discourage emerging scholars from thinking of their community-engaged work as research, except when it results in traditional forms of scholarship like a publication or conference presentation. A more complicated understanding of this genre system reveals pressure points to leverage for institutional change that might allow community-engaged scholars greater institutional freedom to create and sustain strong community partnership projects
Community engagement · Engaged scholarship · General partnership · Leverage (statistics) · Political science · Professionalization · Promotion (chess) · Public relations · Scholarship · Social science · Sociology · Value (mathematics) · Work (physics) · Discourse Analysis in Language Studies · Higher Education Practises and Engagement · Law · Service-Learning and Community Engagement
| Highly cited | No |
|---|