This book is based on a three-year international comparative study on poverty reduction and sustainability strategies . It provides evidence from twenty case studies around the world on the power and potential of community and higher education based scholars and activists working together in the co-creation of transformative knowledge. Opening with a theoretical overview of knowledge, democracy and action, the book is followed by analytical chapters providing lessons learned and capacity building, and on the theory and practice of community university research partnerships. It also includes lessons on models of evaluation, approaches to measuring the impact and an agenda for future research and policy recommendations. The book overviews the concept of engaged scholarship and then moves to focus on community-university research partnerships. It is based on a global empirical study of the role of community-university research partnerships within the context of poverty alleviation, the creation of sustainable societies and, broadly speaking, the Millennium Development Goals. The book frames the contribution of community-university research partnerships within a larger knowledge democracy framework, linking this practice to other spaces of knowledge democracy. These include the open access movement, new acceptance of the methods of community-based and participatory research and the call for cognitive justice or the need for epistemologies of the Global South. It takes a particular look at the variety of structures that have been created in the various universities and civil society research organizations to facilitate and enhance research partnerships.
Budd L. Hall, Edward T. Jackson, Rajesh Tandon, Jean-Marc Fontan and Nirmala Lall
said, their eyes on the prize. The prize, of course, is a more just, sustainable, joyful
and loving world. Based what we have learned from on our work together in this
project, we offer our thoughts on an agenda for the future.
Emergence of a new architecture of knowledge: beyond experiments and
Our study provides evidence that, at a global level, we are moving from the tradition of engagedscholarship based largely on the work of a number of committed
individual scholars and their personal connections to community to a new, institutional approach
writing on community–university engagement over the past five to six years. Ernest Boyer laid down some of the conceptual
foundations with his development of the concept of engagedscholarship (2006).
The Kellogg Commission, on the Future of State and Land-Grant Universities,
shifted the terms research, teaching and serve to discovery, learning and engagement
(1999). Susan Ostrander from Tufts University did a study of civil engagement
on five campuses in the United States during 2001, which resulted in the articulation of a number of necessary components for effective
Lessons from case studies from the South and North
Rajesh Tandon and Edward T. Jackson
cases. Both types of engagedscholarship seem to have been necessary in order for
these partnerships to achieve meaningful gains.
It is interesting to note that European cases suggest much engagement of
students and faculty from multiple disciplines of enquiry. In CUPP at Brighton,
faculty members from mental health, community service, child development and
social work came together initially; some students got involved as well, but new
faculty engagement depended on resource availability.
In the two cases which involved science shops, students were the
beautiful); but their
political-economic backwardness, entailing a time lag, also embodied a
historical holdup, a lack of modernity, a temporal social-spatial
inferiority, algo feo (something ugly). Thinking through these
simultaneous spatial/temporal distinctions, I engagedscholarship on the
coloniality/decoloniality of power as well as a range of other vital
writing on/from the south of the Rio Grande