Co-Constructing Knowledge for Action in Research Practice Partnerships

Melissa Campanella, Ben Kirshner, Joanna Mendy, Magnolia Landa-Posas, Kathleen Terrazas Hoover, Solicia Lopez, Laura-Elena Porras-Holguin and Monserrat Estrada Martín
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Melissa Campanella: School of Education, University of Colorado Boulder, Boulder, CO 80309, USA
Ben Kirshner: School of Education, University of Colorado Boulder, Boulder, CO 80309, USA
Joanna Mendy: School of Education, University of Colorado Boulder, Boulder, CO 80309, USA
Magnolia Landa-Posas: Denver Public Schools, Denver, CO 80203, USA
Kathleen Terrazas Hoover: Denver Public Schools, Denver, CO 80203, USA
Solicia Lopez: Denver Public Schools, Denver, CO 80203, USA
Laura-Elena Porras-Holguin: School of Education, University of Colorado Boulder, Boulder, CO 80309, USA
Monserrat Estrada Martín: School of Education, University of Colorado Boulder, Boulder, CO 80309, USA

Social Sciences, 2022, vol. 11, issue 3, 1-23

Abstract: 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.

Keywords: community-engaged scholarship; youth voice; research–practice partnerships; co-construction of knowledge; prefiguration; politicized care (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2022
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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