Research-Practice Partnerships for Racially Just School Communities
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Research-Practice Partnerships for Racially Just School Communities
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For too long the academy has espoused the belief that the best type of research is research conducted solely as an objective, university-based enterprise. This idea negates the talents and insights of non-academics who are also motivated to, and capable of, examining pressing societal problems systematically and ethically, not least those minoritized community members for whom such problems too often derive from systemic injustice.
But research-practice partnerships (RPPs) enable some of the most meaningful and influential research to be conducted collaboratively. By bringing together university researchers with practitioners and community members, RPPs in education, for example, help to ensure that the processes and outcomes of research directly enrich educational practice and policy in ways that community members most desire. Likewise, Farrell et al. (2021) specify that RPPs “connect diverse forms of expertise and shift power relations in the research endeavor.” The authors contend that RPPs not only pursue research to build and share knowledge, as traditional university research does, they also seek to foster “educational improvement or equitable transformation” (2021, p.05). Indeed, the action-oriented, egalitarian, and agentic characteristics of RPPs make them ripe for advancing educational equity and racial justice when explicitly designed, implemented, and continuously adapted to do so.
But research-practice partnerships (RPPs) enable some of the most meaningful and influential research to be conducted collaboratively. By bringing together university researchers with practitioners and community members, RPPs in education, for example, help to ensure that the processes and outcomes of research directly enrich educational practice and policy in ways that community members most desire. Likewise, Farrell et al. (2021) specify that RPPs “connect diverse forms of expertise and shift power relations in the research endeavor.” The authors contend that RPPs not only pursue research to build and share knowledge, as traditional university research does, they also seek to foster “educational improvement or equitable transformation” (2021, p.05). Indeed, the action-oriented, egalitarian, and agentic characteristics of RPPs make them ripe for advancing educational equity and racial justice when explicitly designed, implemented, and continuously adapted to do so.
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Research/Scholarly Media
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Published Text
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Theoretical
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Yes
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Citation
Wilson, C. M. (2019, July 19). Research-Practice Partnerships for Racially Just School Communities [Blog Post]. Research-Practice Partnerships in Education: The State of the Field. William T. Grant Foundation. https://wtgrantfoundation.org/research-practice-partnerships-for-racially-just-school-communities
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| Title | Alternate label | Class |
|---|---|---|
 Research-Practice Partnerships: A Strategy for Leveraging Research for Educational Improvement in School Districts |
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