The Journey of a Community-Engaged Scholar: An Autoethnography

Autor/in	Cutforth, Nick
Titel	The Journey of a Community-Engaged Scholar: An Autoethnography
Quelle	In: Quest, 65 (2013) 1, S.14-30 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6297
DOI	10.1080/00336297.2012.727369
Schlagwörter	Colleges; College Faculty; Citizen Participation; Institutional Mission; School Community Relationship; Ethnography; Autobiographies; Urban Schools; Physical Education; After School Programs; Scholarship; Rewards; Tenure; Doctoral Programs; Professional Identity; Theory Practice Relationship; Holistic Approach + Suchen Sie Ihr Suchwort? College; Hochschule; Fachhochschule; Fakultät; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Ethnografie; Autobiography; Autobiografie; Autobiographie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Körpererziehung; Sportunterricht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Scholarships; Stipendium; Reward; Belohnung; Amtszeit; Beschäftigungsdauer; Doktorandenprogramm; Theorie-Praxis-Beziehung; Holistischer Ansatz
Abstract	Community engagement is central to the public and civic mission of a growing number of colleges and universities, and numerous faculty members are applying their expertise to issues of importance to local communities and the larger society. However, there have been few first-hand descriptions of the career paths of faculty who engage in community-engaged scholarship. Faced with the current traditional typology of faculty work--teaching, research, and service--junior faculty in particular are often advised to postpone their community engagement work until after they secure their foundation in research and teaching. The author is a tenured full professor who regards community-engaged scholarship as central to his work. Using an autoethnographic style, he reflects on the motivations, influences, and experiences that have informed his intentional efforts to integrate teaching, research, and service into his professional identity as a community-engaged scholar. His story is an invitation for present and future scholars to view their work through an engaged lens: specifically to think imaginatively about how engaging in pressing social issues and developing respectful and productive relationships with individuals and organizations at the local community level might improve and advance their scholarship. The author's reflections contribute to the theory and practice of community-engaged scholarship by addressing the tensions facing community-engaged scholars as they navigate faculty roles and rewards in higher education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10