Co-Constructing Knowledge for Action in Research Practice Partnerships
Bibliographic Data
| ID | 5937107 |
|---|---|
| Authors | Melissa Campanella (0000-0002-1554-9958, University of Colorado Boulder, corresponding author), Ben Kirshner (0000-0002-9557-9697, University of Colorado Boulder), Joanna Mendy, Joanna Judith Elizabeth Mendy (0009-0006-6428-2125, University of Colorado Boulder), Magnolia Landa-Posas (Denver Public Schools), Kathleen Terrazas Terrazas Hoover (Denver Public Schools), Solicia Lopez (Denver Public Schools), Laura-Elena Porras-Holguin (University of Colorado Boulder), Monserrat Estrada Estrada Martins, Monserrat Estrada Estrada Martín (University of Colorado Boulder) |
| Year | 2022 |
| Volume | 11 |
| Issue | 3 |
| Pages | 140 |
| Publication date | 2022-03-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2076-0760 • E-ISSN: 2076-0760 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/socsci11030140 |
| OpenAlex | W4220871237 |
| Language | EN |
| Citations received | 8 |
| References cited | 34 |
Community-engaged research (CER) aspires to co-construct knowledge for action in groups that recognize people's varied expertise and engage in democratic decision making. The CER literature has chronicled these processes in small participatory collectives but is less clear on the strategies or principles that guide collaborative approaches to data analysis in research partnerships that have hundreds of contributors playing distinct roles. The purpose of this paper is to critically assess and describe strategies for co-constructing knowledge with students and teachers who participated in a study that grew out of a broader research-practice partnership. In Part I of our findings, drawing on the concept of prefigurative experiments, we discuss the collaborative practices in our research team that took shape as we prepared data claims to share with students and teachers. In Part II, we discuss sessions interpreting the data with students and teachers in which they conveyed the emotional, embodied, and relational dimensions of student voice experiences. We conclude by discussing how this effort to be accountable to and in relationship with students and teachers, while incomplete on its own, spurred the design of new practices for democratizing data analysis and knowledge production in our research-practice partnership
Action (physics · Action research · Citizen journalism · Construct (python library · Deliberation · Embodied cognition · General partnership · Knowledge management · Participatory action research · Pedagogy · Political science · Sociology · Computer Science · Higher Education Practises and Engagement · Participatory Visual Research Methods · Psychology · Youth Development and Social Support
Evaluating boundary-crossing collaboration in research-practice partnerships in teacher education
Advancing socially just and anti-racist approaches for school attendance problems
Conceptions and Practices of Equity in Research-Practice Partnerships
Community Members as Fieldwork Guides in Disaster Settings
Actually Changing Our Way of Being”
Dignity-Affirming Care in Research-Practice Partnerships
Anti-racist research practice partnerships as critical education
Developing Methodologies for Co-Production of Knowledge
Decolonizing Educational Research
A Movement against and beyond Boundaries
Rethinking Race and Power in Design-Based Research
Educational intimacy
Tricks of the Trade
Engendering the prefigurative
Conceptualizing color-evasiveness
Transformative Student Voice for Sociopolitical Development
Toward a theory of critical care in urban small school reform
A Theory of Change for Scaling Critical Civic Inquiry
Critical Community-Engaged Scholarship
Pushing the envelope on youth civic engagement
Participatory Action Research and Critical Race Theory
Fostering Youth Sociopolitical Action
Igniting the Fire Within Marginalized Youth
Promise and Provocation
Is Collaborative, Community-Engaged Scholarship More Rigorous Than Traditional Scholarship? On Advocacy, Bias, and Social Science Research
The Good, the Bad, and the Ugly
Prefigurative Politics between Ethical Practice and Absent Promise
Rethinking Prefiguration
Pedagogies of Crossing
What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
What If I Just Cite Graciela? Working Toward Decolonizing Knowledge Through a Critical Ethnography
The Application of Participatory Action-Research in Latin America
Framing Processes and Social Movements
Engrafted Kin
Transcultural Prefigurations
| Citations per year | 2.67 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |