I like to think of the “work” of linking research and practice along a continuum. This continuum may have at one extreme <use-inspired> research and at the ether, <community-engaged scholarship>.
For me, I’ve learned from folks in the humanities and public scholars and artists, that community-engaged scholarship is intentional in disrupting power dynamics.
Sometimes as scholars we may take for granted the “basics” of asking questions and meeting needs. I’ve found that community-engaged work challenges me to question: Who gets to ask questions? Whose needs are met?
As an example of one initiative, faculty members and public artists are coming together to explore collaboration that brings a sense of “place” to two sister cities – Syracuse, NY and Rochester, NY.
How are support structures designed to encourage additional work as a community-engaged scholar? Consider the example highlighted below with explicit guidelines, definitions, and parameters to make community-engaged scholarship count in tangible ways for both the community that is being served, and the individual scholar who is participating and/or leading the efforts.