In this article, Mark R. Warren, Soojin Oh Park, and Mara Casey Tieken explore the training and development of community-engaged scholars in doctoral programs in education. Community-engaged scholars working in the field of education collaborate with families, teachers, and communities to support their efforts to address educational inequities, marking an important way that researchers can promote social justice in public education. Yet these collaborations require particular skills and orientations of researchers, which traditional models of doctoral education are not designed to develop. Additionally, much less attention has been paid to the process of training and equipping emerging community-engaged researchers. This article presents the findings of a self-study of a research project designed to build among doctoral students the skills, dispositions, and commitments of community-engaged scholarship. The authors argue that by fostering collaborative learning and creating a community that embraces project members' whole selves, students learn to tell their stories, build “horizontal” research relationships, question their researcher positionalities, and develop identities as community-engaged scholars. One of the few in-depth investigations of doctoral practices that support community-engaged scholarship, this study offers critical lessons for those who care about the development of a new generation of education researchers committed to working with communities to transform schools and society.
The Formation of Community-Engaged Scholars: A Collaborative Approach to Doctoral Training in Education Research
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Mark R. Warren, Soojin Oh Park, Mara Casey Tieken; The Formation of Community-Engaged Scholars: A Collaborative Approach to Doctoral Training in Education Research. Harvard Educational Review 1 June 2016; 86 (2): 233–260. doi: https://doi.org/10.17763/0017-8055.86.2.233
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