URBAN Special Editions and Collaborative Publications
Hobson, S., Foster, S., Wright, D., Howard, J., Doykos, B., & Hudson, E. (2016). URBAN special edition, Challenging Neoliberal Reforms through Collaborative Community Engaged Research. International Journal of Qualitative Studies in Education, 29, 10, p. 1233-1240.
https://www.tandfonline.com/eprint/fHZbzMybBzwR5Aztsamx/full
The URBAN Ed Node publications team coordinated cutting-edge community-engaged scholar activists from across the United States who work with youth, faculty, and communities to challenge various constraining aspects of educational institutions and policies. "The articles in this special edition, titled ‘Challenging Neoliberal Reforms through Collaborative, Community Engaged Research,’ illuminate diverse approaches to collaborative research aimed at fostering a more inclusive, productive dialog regarding the impact and possibilities for educational reforms in K-16 schools. The authors identify the specific neoliberal (market-driven) reforms that shape their contexts, the nature of their collaborative research partnerships and methods, and the kinds of inroads their coalitions are making in altering harmful neoliberal policy implementations. Individually and collectively, the authors speak about new ways of framing the impact of neoliberalism on local communities. They provide alternative designs for educational policies" (Abstract).
Warren, M. (2008). Special Issue: Building the emerging field of collaborative, community engaged education research. Urban education. 53: 4, pp. 439-444. https://urbanresearchnetwork.org/wp-content/uploads/2018/04/Special-Issue-Building-the-Emerging-Field-of-Collaborative-Community-Engaged-Education-Research.pdf
"The articles emerged from a conference process organized by the Urban Research Based Action Network (URBAN) in 2015 and supported financially by a conference grant from the AERA. . . Collectively the articles offer a robust argument for the powerful contributions of Collaborative Community Engaged Scholarship as it seeks to combine the aims of knowledge production and of social justice activism and to respond to the demands of academic and community institutions in the larger context of systemic inequities and injustices in our educational and social system. In many cases, however, the authors do not seek a singular answer or simple solutions to the questions that are raised; rather, diverse perspectives and enduring tensions can be seen to bring dynamism and vitality to this field-building enterprise" (pp. 439-442).
https://www.tandfonline.com/eprint/fHZbzMybBzwR5Aztsamx/full
The URBAN Ed Node publications team coordinated cutting-edge community-engaged scholar activists from across the United States who work with youth, faculty, and communities to challenge various constraining aspects of educational institutions and policies. "The articles in this special edition, titled ‘Challenging Neoliberal Reforms through Collaborative, Community Engaged Research,’ illuminate diverse approaches to collaborative research aimed at fostering a more inclusive, productive dialog regarding the impact and possibilities for educational reforms in K-16 schools. The authors identify the specific neoliberal (market-driven) reforms that shape their contexts, the nature of their collaborative research partnerships and methods, and the kinds of inroads their coalitions are making in altering harmful neoliberal policy implementations. Individually and collectively, the authors speak about new ways of framing the impact of neoliberalism on local communities. They provide alternative designs for educational policies" (Abstract).
Warren, M. (2008). Special Issue: Building the emerging field of collaborative, community engaged education research. Urban education. 53: 4, pp. 439-444. https://urbanresearchnetwork.org/wp-content/uploads/2018/04/Special-Issue-Building-the-Emerging-Field-of-Collaborative-Community-Engaged-Education-Research.pdf
"The articles emerged from a conference process organized by the Urban Research Based Action Network (URBAN) in 2015 and supported financially by a conference grant from the AERA. . . Collectively the articles offer a robust argument for the powerful contributions of Collaborative Community Engaged Scholarship as it seeks to combine the aims of knowledge production and of social justice activism and to respond to the demands of academic and community institutions in the larger context of systemic inequities and injustices in our educational and social system. In many cases, however, the authors do not seek a singular answer or simple solutions to the questions that are raised; rather, diverse perspectives and enduring tensions can be seen to bring dynamism and vitality to this field-building enterprise" (pp. 439-442).
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