Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/9896
Title: Understanding the Assemblage of Community Desire: Progress, Challenges, and Tensions in Establishing a Community-Based Health Justice Science Education Curriculum Collaborative
Authors: Krist, Christina
Hall, Kevin
Moodie, Ellen
Hug, Barbara
Smith, Rebecca
Dariotis, Jacinda K.
Whitaker, Rachel
Nguyen, Thanh Huong
Vill, Brittany
Krist, David
Suárez, Enrique
Ko, Monica
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Krist, C., Hall, K., Moodie, E., Hug, B., Smith, R., Dariotis, J. K., Whitaker, R., Nguyen, T. H., Vill, B., Krist, D., Suárez, E., & Ko, M. (2023). Understanding the assemblage of community desire: Progress, challenges, and tensions in establishing a community-based health justice science education curriculum collaborative. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1266-1269). International Society of the Learning Sciences.
Abstract: Community-engaged research partnerships are increasingly used in education research to promote equitable and relevant educational outcomes. One key challenge of such partnerships that is rarely documented is the pre-partnership relationship development phase. This methodological paper reports on the early partnership exploration and formation efforts of an interdisciplinary research team working to build a community-based curriculum materials collaborative for health justice science education in a rural Midwest town. We explicate how we have approached this phase through an epistemological orientation of desire-centered research by integrating methods and stances from community-engaged ethnography with commitments from community-based participatory research. We articulate three main activities shaping this phase of work: (1) Learning about communities’ well-resourced networks; (2) Progressive refinement of project foci; and (3) Gauging, establishing, and negotiating trust and capacity. Our situated accounting provides an illustration of how interdisciplinary teams might draw from and navigate across multiple methodological traditions in context-specific ways in working towards equity in education research.
Description: Short Paper
URI: https://doi.org/10.22318/icls2023.112101
https://repository.isls.org//handle/1/9896
Appears in Collections:ISLS Annual Meeting 2023

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