Co-Constructing Knowledge for Action in Research Practice Partnerships

Social Sciences

Kathleen Terrazas Hoover¹  Solicia Lopez¹  Magnolia Landa-Posas¹  Melissa Campanella²  Laura-Elena Porras-Holguin²  Joanna Mendy²  Ben Kirshner²  Monserrat Estrada Martín² 

[1] Denver Public Schools, Denver, CO 80203, USA;School of Education, University of Colorado Boulder, Boulder, CO 80309, USA;

关键词: community-engaged scholarship;    youth voice;    research–practice partnerships;    co-construction of knowledge;    prefiguration;    politicized care;   

DOI  :  10.3390/socsci11030140

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown