The examples of community and participatory-based work in action can be used to talk about the importance of qualitative data and how to frame people without formal scientific training as experts and engaged researchers.
I am curious if theater of the oppressed has been used in STEM and/or environmental education? Found the following
Raphale’s call for future research along the following lines: systems thinking, investigation into why things work and fail, how aspirations of collaborative projects are met and unmet, how indeterminacy and complexity characterize participatory action and research–are questions that I am interrogating through my research as well.
The table on p. 26 on “Levels of Community Participation in Research” naturally raises the question for the reader: Where on this continuum are we?
The concise overview of engaged scholarship models: how do they overlap with similar approaches in pedagogy?
What political developments have shaped engaged scholarship? For example, neoliberal restructuring has appropriated CBPR for market-oriented research and strengthened corporate-humanitarian networks rather than developing community capacities.
I want to think more about the idea of the timeline of community-university partnerships: are there benefits to short-term partnerships as well? Do all partnerships need to be sustainable to be mutually beneficial and meaningful?