Co-Constructing Knowledge Spheres in the Academy: Developing Frameworks and Tools for Advancing Publicly Engaged Scholarship

Autor/inn/en	Eatman, Timothy K.; Ivory, Gaelle; Saltmarsh, John; Middleton, Michael; Wittman, Amanda; Dolgon, Corey
Titel	Co-Constructing Knowledge Spheres in the Academy: Developing Frameworks and Tools for Advancing Publicly Engaged Scholarship
Quelle	In: Urban Education, 53 (2018) 4, S.532-561 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085918762590
Schlagwörter	Organizational Change; School Policy; Change Agents; Higher Education; Power Structure; Educational Research; Barriers; Educational Change; Community Involvement; Institutional Characteristics; Activism; Action Research; Guidelines; College Administration; Leadership; Institutional Mission; Rewards; Institutional Evaluation; Capacity Building; Sustainability; Scoring Rubrics + Suchen Sie Ihr Suchwort? Organisationswandel; Schulpolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Bildungsreform; Aktivismus; Politischer Protest; Projektforschung; Richtlinien; College administrators; Hochschulverwaltung; Führung; Führungsposition; Reward; Belohnung; Nachhaltigkeit; Scoring formulas; Auswertungsbogen
Abstract	Publicly engaged scholarship (PES) has emerged as a powerful force, yet institutional policies and cultures have often inhibited its acceptance in the academy. This article considers the benefits of PES for higher education as well as the obstacles to its enactment. It identifies the college level as a critical site for change and offers a rubric for institutional change agents to use to assess support for community engagement at the college level and identify avenues for further progress. The authors also grapple with tensions inherent in promoting PES at institutions that have historically served as agents of domination and oppression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01