Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorLee, Ung-Sang
dc.contributor.authorStamatis, Kristina
dc.contributor.authorPacheco, Jennifer
dc.contributor.authorRoque, Ricarose
dc.contributor.authorWidman, Sari
dc.contributor.authorWingert, Kerri
dc.contributor.authorWegemer, Christopher
dc.contributor.authorHuang, Joey
dc.identifier.citationLee, U., Stamatis, K., Pacheco, J., Roque, R., Widman, S., Wingert, K., Wegemer, C., & Huang, J. (2020). Partnering for Equity: Examining Research Practice Partnerships as Part of Community Contexts. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 5 (pp. 2631-2632). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.description.abstractA group of early career scholars present studies examining their experiences leading and participating within research practice partnerships (RPPs) and other research efforts that rely upon collaborative relationships with communities. The authors acknowledge the growing number of research studies in the Learning Sciences that have stated goals to contribute to equity in educational settings, but posit that not enough analyses consider the activities of research partnerships as they are situated within broader community contexts. In response, we examine our own relationship-building practices and how they have interacted with the embedded power dynamics, sociohistorical assets, systemic conflicts, and divergent visions around equity building within community spaces.en_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titlePartnering for Equity: Examining Research Practice Partnerships as Part of Community Contextsen_US
Appears in Collections:ICLS 2020

Files in This Item:
File SizeFormat 
2631-2632.pdf155.81 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.