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      Co-researching complexities: Learning strategies for edge walking in community–university research partnerships

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          Abstract

          Community–university research partnerships (CURPs) comprise a diverse group of stakeholders who share differing capabilities and diverse insights into the same issues, and they are widely regarded as valuable to navigate the best course of action. Partnering as co-researchers is core to nurturing these partnerships, but it requires careful navigation of complexities. The different insider and outsider positionalities occupied by co-researchers highlight experiences of ‘walking on the edges’ of each other’s worlds. This not only challenges these collaborations, but also enables a depth of understanding that may not be achieved in CURPs where the luxury of, or effort in, building a team of co-researchers to collect, analyse and write up data is not present. This article focuses on learning strategies to advance the co-researching capacities of CURPs where stakeholders occupy divergent positions. The focus will be on lessons from a co-researching partnership comprising a university-affiliated academic researcher, a local Kenyan non-governmental organization (NGO) and members of a community in which the NGO worked. We argue that applying selected learning strategies may facilitate positive experiences of edge walking and enhance the meaningful two-way sharing required for cross-cultural CURPs. It is recommended that community and university research partners examine the utility of these learning strategies for strengthening co-researching in CURP contexts.

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          Cultural humility versus cultural competence: a critical distinction in defining physician training outcomes in multicultural education.

          Researchers and program developers in medical education presently face the challenge of implementing and evaluating curricula that teach medical students and house staff how to effectively and respectfully deliver health care to the increasingly diverse populations of the United States. Inherent in this challenge is clearly defining educational and training outcomes consistent with this imperative. The traditional notion of competence in clinical training as a detached mastery of a theoretically finite body of knowledge may not be appropriate for this area of physician education. Cultural humility is proposed as a more suitable goal in multicultural medical education. Cultural humility incorporates a lifelong commitment to self-evaluation and self-critique, to redressing the power imbalances in the patient-physician dynamic, and to developing mutually beneficial and nonpaternalistic clinical and advocacy partnerships with communities on behalf of individuals and defined populations.
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            Community-based participatory research: a capacity-building approach for policy advocacy aimed at eliminating health disparities.

            There have been increasing calls for community-academic partnerships to enhance the capacity of partners to engage in policy advocacy aimed at eliminating health disparities. Community-based participatory research (CBPR) is a partnership approach that can facilitate capacity building and policy change through equitable engagement of diverse partners. Toward this end, the Detroit Community-Academic Urban Research Center, a long-standing CBPR partnership, has conducted a policy training project. We describe CBPR and its relevance to health disparities; the interface between CBPR, policy advocacy, and health disparities; the rationale for capacity building to foster policy advocacy; and the process and outcomes of our policy advocacy training. We discuss lessons learned and implications for CBPR and policy advocacy to eliminate health disparities.
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              Decolonizing Methodologies: Research and Indigenous Peoples.

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                Author and article information

                Journal
                rfa
                Research for All
                UCL Press (UK )
                2399-8121
                16 February 2021
                : 5
                : 1
                : 157-173
                Affiliations
                [1]University of Auckland, New Zealand
                [2]Kwacha Afrika Youth Empowerment Centre, Mombasa, Kenya
                Author notes
                Corresponding author: Email: l.chubb@ 123456auckland.ac.nz
                Author information
                https://orcid.org/0000-0002-4073-1436
                https://orcid.org/0000-0002-1427-9773
                https://orcid.org/0000-0003-3492-7202
                Article
                10.14324/RFA.05.1.12
                c118856c-cab6-44bc-a166-a0903de7afa8
                Copyright © 2021 Chubb, Fouché and Sadeh Kengah

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

                History
                : 23 January 2020
                : 21 July 2020
                Page count
                Figures: 1, Tables: 1, References: 38, Pages: 18

                Assessment, Evaluation & Research methods,Education & Public policy,Educational research & Statistics
                participatory,learning strategies,research teams,community–university partnerships,reflexivity,co-researchers

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