Linking academic and local knowledge: community-based research and service learning for sustainable rural development in Hungary

2009 ◽  
Vol 17 (12) ◽  
pp. 1123-1131 ◽  
Author(s):  
Barbara Bodorkós ◽  
György Pataki
Keyword(s):  
Service Learning ◽  
Rural Development ◽  
Local Knowledge ◽  
Community Based ◽  
Sustainable Rural Development ◽  
Knowledge Community ◽  
Community Based Research

scholarly journals Considering Power in Community-Based Research: Shifting Toward New Pedagogical Approaches with a 'Public Work for Public Things' Framework

2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Susan Haarman ◽  
Patrick M Green
Keyword(s):  
Service Learning ◽  
Community Based ◽  
Power Differential ◽  
Community Based Research ◽  
The Public ◽  
Public Work ◽  
Community Based Learning ◽  
The Impact ◽  
Service Learning Pedagogy ◽  
The Voice

One of the fundamental questions of power in the pedagogy of community-based research (CBR) is who gets to decide what is research worthy and what is the focus of CBR questions? The reality of the power imbalance in community-based research and learning is often reflective of a systemic disengagement with the broader community. Even when instructors and administrators are intentional in how they solicit feedback or think through the impact of their work, they may not know the neighbourhood. Prioritising the voice of community partners does not provide a simple solution, as the individuals we work with to organise community-based learning opportunities may not be residents of the neighbourhood. This article adopts a theory-building approach to this crucial question. Building on the work of Boyte (2014) and Honig (2017), community-based research is reoriented as ‘public work for public things’ (Haarman 2020). After establishing the ‘public work for public things’ framework, the article explores how this new framework impacts collaborative research by addressing the power differential and creating new lines of inquiry – specifically the practice of ‘elicitation of concerns’. Through the lens of critical service-learning pedagogy (Mitchell 2008) and a practitioner-scholar framework (Lytle 2008; Ravitch 2013; Salipante & Aram 2003), we then interrogate two community-based research courses we have recently taught, examining how a ‘public work for public things’ approach would have altered the course and its methods.

scholarly journals 2483

2017 ◽  
Vol 1 (S1) ◽  
pp. 80-80
Author(s):  
Clara Pelfrey ◽  
Katrice Cain ◽  
Mary Ellen Lawless ◽  
Earl Pike ◽  
Ashwini Sehgal
Keyword(s):  
Evaluation System ◽  
Expert Knowledge ◽  
Healthcare Providers ◽  
Consult Service ◽  
Community Members ◽  
Community Based ◽  
Knowledge Community ◽  
Community Based Research ◽  
Research Outcomes ◽  
Study Population

OBJECTIVES/SPECIFIC AIMS: This study describes the design, operation, and evaluation of a community-based research (CBR) consult service within the setting of a Clinical and Translational Science Award (CTSA) institution. To our knowledge, there are no published evaluations of a CBR consult service at a CTSA hub. METHODS/STUDY POPULATION: A CBR consult service was created to support faculty, healthcare providers/research coordinators, trainees, community-based organizations, and community members. A framework was developed to assess the stages of client engagement and to foster clear articulation of client needs and challenges. A developmental evaluation system was integrated with the framework to track progress, store documents, continuously improve the consult service, and assess research outcomes. RESULTS/ANTICIPATED RESULTS: This framework provides information on client numbers, types, services used, and successful outreach methods. Tracking progress reveals reasons that prevent clients from completing projects and facilitates learning outcomes relevant to clients and funding agencies. Clients benefit from the expert knowledge, community connections, and project guidance provided by the consult service team, increasing the likelihood of study completion and achieving research outcomes. DISCUSSION/SIGNIFICANCE OF IMPACT: Our evaluation suggests that clients benefit by (1) gaining the collective knowledge of the experts comprising the team, (2) learning the process of doing CBR, including the required steps to reach completion, and (3) gaining a project management mentality promoting translational research outcomes. This study offers a framework by which CTSA institutions can expand their capacity to conduct and evaluate CBR while addressing challenges that inhibit community engagement.

Service Learning Partnership Between University And School Students: Experiential Learning Inspired Through Community Research

2010 ◽  
Vol 7 (7) ◽  
Author(s):  
Monica Nandan
Keyword(s):  
High School ◽  
High School Students ◽  
Service Learning ◽  
Experiential Learning ◽  
Corporate Philanthropy ◽  
Community Research ◽  
School Students ◽  
Community Based ◽  
Research Project ◽  
Community Based Research

This article describes a service learning project implemented jointly by undergraduate and high school students during summer.  The service learning project was designed through a Summer Research Institute hosted at a Midwestern University; the institute encouraged faculty to recruit undergraduate students who would partner with area high school students to conduct a community-based research project in their field of interest.  The article describes the partnership between students, as well as the experiential learning that occurred during: research topic identification, literature analysis, planning and implementing a mixed-methodology community-based research project, and during the qualitative and quantitative data analysis, by students.  Using a mosaic theory, the students inferred relationships between three apparently unrelated spheres of their research: challenges faced by youth in the community, financial health of social services for youth, and corporate philanthropy for youth services.  Recommendations for designing creative academic, experiential and service learning projects are offered for all educators. 

scholarly journals 28. Community-Based Research: Learning About Attitudes Towards the Criminal Justice System

2012 ◽  
Vol 5 ◽  
pp. 161
Author(s):  
Tammy A Marche ◽  
Jennifer Briere
Keyword(s):  
Criminal Justice ◽  
Service Learning ◽  
Criminal Justice System ◽  
Justice System ◽  
Research Report ◽  
Community Based ◽  
Community Based Research ◽  
Student Researchers ◽  
The Law ◽  
John Howard

Research points to the pedagogical value of an engaged and community service-learning approach to developing understanding of course content (Astin, Vogelgesang, Ikeda, & Yee, 2000).  To help students achieve a better understanding of how the discipline of psychology contributes to the discipline of law, some students in a second year psychology class participated in a community-based research project, partnering with the Elizabeth Fry Society and the John Howard Society.  The objective of the study was to determine whether there are differences in attitudes towards the criminal justice system between individuals who have, and have not, been in conflict with the law.  The student-researchers interviewed men and women from the John Howard and Elizabeth Fry Societies, who had been in conflict with the law, regarding their attitudes toward the criminal justice system, and compared their responses to those given by undergraduate psychology students who did not participate as student-researchers in the project. Responses revealed some commonalities (e.g., recommendations to change sentencing practices) as well as differences (e.g., satisfaction with the justice system). The students wrote a research report describing the findings of the study as well as their reflections on their experience.  In addition to the positive feedback received from the community organizations, the students participating in the project reported that they found it to be a  positive, enriching, and rewarding experience. 

scholarly journals A robust University-NGO partnership: Analysing school efficiencies in Bolivia with community-based management techniques

2013 ◽  
Vol 6 ◽  
Author(s):  
Joao Neiva de Figueiredo ◽  
Ann Marie Jursca Keffer ◽  
Miguel Angel Marca Barrientos ◽  
Silvana Gonzalez
Keyword(s):  
Low Income ◽  
Management Research ◽  
Engaged Scholarship ◽  
Community Based ◽  
Research Project ◽  
Knowledge Community ◽  
Community Based Research ◽  
International Partnership ◽  
For Profit ◽  
Community Engaged Scholarship

Community-based management research is a collaborative effort between management, academics and communities in need with the specific goal of achieving social change to foster social justice. Because it is designed to promote and validate joint methods of discovery and community-based sources of knowledge, community-based management research has several unique characteristics, which may affect its execution. This article describes the process of a community-based management research project which is descriptive in nature and uses quantitative techniques to examine school efficiencies in low-income communities in a developing country – Bolivia. The article describes the partnership between a US-based university and a Bolivian not-for-profit organisation, the research context and the history of the research project, including its various phases. It focuses on the (yet unpublished) process of the community-based research as opposed to its content (which has been published elsewhere). The article also makes the case that the robust partnership between the US-based university and the Bolivian NGO has been a determining factor in achieving positive results. Strengths and limitations are examined in the hope that the experience may be helpful to others conducting descriptive quantitative management research using community-engaged frameworks in cross-cultural settings. Keywords: international partnership, community-engaged scholarship, education efficiency, multicultural low-income education.

Critical Currents in Community Service Learning and Community-Based Research: History, Theory and Practice

2003 ◽  
Vol os-20 (2) ◽  
pp. 23-41 ◽  
Author(s):  
Ken Cunningham ◽  
Kerry E. Vachta
Keyword(s):  
Service Learning ◽  
Critical Theory ◽  
Community Service ◽  
Critical Currents ◽  
Community Action ◽  
Theory And Practice ◽  
State University ◽  
Community Service Learning ◽  
Community Based ◽  
Community Based Research

Brulle (2000) has noted the failure of the recent literature in critical theory to reflect the commitment of its founders to applying their philosophical and theoretical scholarship to create concrete social change. The authors have taken up the challenge to recover critical theory's “forgotten materialist component” and simultaneously responded to the call to reinvigorate the civic mission of the public university through efforts to integrate critical theory with community service learning and community-based research. The paper discusses historical, philosophical and theoretical issues in this effort and some reflections on our attempt to apply them in practice through the revitalization of the Center for Community Action and Research at Pennsylvania State University at Harrisburg.

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