Community-Based Research and Higher Education: Principles by Kerry J. Strand, Nicholas Cutforth, Randy Stoecker, Sam

By Kerry J. Strand, Nicholas Cutforth, Randy Stoecker, Sam Marullo, Patrick Donohue

Community-Based learn and better schooling is the long-awaited advisor to the right way to include a robust and promising new type of scholarship into educational settings. The publication provides a version of community-based examine (CBR) that engages group contributors with scholars and college during their educational paintings. not like conventional educational study, CBR is collaborative and change-oriented and reveals its study questions within the wishes of groups. This dynamic learn version combines lecture room studying with social motion in ways in which can eventually empower neighborhood teams to handle their very own agendas and form their very own futures. while it emphasizes the advance of information and abilities that actually organize scholars for energetic civic engagement.

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Extra info for Community-Based Research and Higher Education: Principles and Practices (Jossey Bass Higher and Adult Education Series)

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CBR’s approach to knowledge—its insistence on 01Strand/Ch. 1 4/8/03 4:10 PM Page 13 origins and principles of community-based research 13 democratizing and demystifying knowledge—goes further. CBR also challenges conventional assumptions about knowledge itself: what constitutes valid knowledge, how it is best produced or acquired, and who gets to control it. In this sense, CBR engages some of the provocative epistemological debates that have emerged in the sciences and social sciences in the form of feminist theory, critical science studies, and other important challenges to traditional thinking and dominant canons, including rigid disciplinary boundaries that can stand in the way of addressing research questions that are seldom confined to the content or methods of one discipline.

They attributed this success to the data collection methods that relied on the more communal sharing of knowledge specific to the local culture (Hall, 1992). The social scientists also came to realize that their own conventional research methods, which privilege the experts who control the production and distribution of knowledge, served only to reproduce a model that was tied to the Western domination of the newly emerging African nations. Based on these insights, development workers began to rely more and more on local knowledge for the technical solution of problems facing the people, who were encouraged to contribute their own experience, wisdom, and skills to the research.

Finally, the research process itself, quite apart from any results that it produces, may contribute to social change by empowering and helping to build capacity among community members. Some of this has to do with skills and knowledge that academics share with the community members. Another is simply the fact of community members coming together to identify collective needs and talk about potential solutions, which may help revitalize democracy in the community and otherwise set into motion structures and processes for social change quite beyond any particular research project.

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