Visualizing Access: Knowledge Development in University-Community Partnerships

Autor/inn/en	Strier, Roni; Shechter, Dorit
Titel	Visualizing Access: Knowledge Development in University-Community Partnerships
Quelle	In: Higher Education: The International Journal of Higher Education Research, 71 (2016) 3, S.343-359 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-015-9907-5
Schlagwörter	School Community Relationship; Partnerships in Education; Universities; Case Studies; Females; Activism; Poverty; Research; Trust (Psychology); Community Attitudes; Ethics; Information Dissemination; Social Change + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; University; Universität; Case study; Fallstudie; Case Study; Weibliches Geschlecht; Aktivismus; Politischer Protest; Armut; Forschung; Ethik; Informationsverbreitung; Sozialer Wandel
Abstract	This article tackles the need to democratize processes of knowledge production in the context of university-community partnerships. These partnerships, which are a rich source of academic research, allow universities to create more reciprocal relationships with communities, especially those affected by social inequalities. Through their social engagement and programmatic efforts, universities strive to increase the level of community access to educational, economic, and even political resources. However, from the community perspective, the production of knowledge still remains an academic privilege, a privilege to which community members lack any access. This article presents a case study in the context of a long-term university-community partnership in which activist women living in poverty became involved in the production of knowledge. Findings refer to four main challenges in the process of co-production of knowledge with excluded populations: overcoming community antagonism and lack of trust toward academic research, engaging the community in the research process, grappling with ethical and practical issues in the process of knowledge dissemination and finally making research matters for social change. The article voices the need to develop more inclusive, action-oriented and accessible methods for knowledge production. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01