Community-University Engagement

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End date: 1999Subject: search.filters.subject.Co-Construction of Knowledge

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    Building in dialogue between consumers and staff in acute mental health services
    (Systemic Practice and Action Research, 1998) Wadsworth, Yoland; Epstein, Merinda
    This paper describes some aspects of the methodology, material, and findings from a lengthy participatory action research engagement by a consumer organization in Australia, which was undertaken in collaboration with staff at a major public psychiatric hospital and then went on to involve "players" throughout the local state, and national mental health services system. A small first phase established a dialogic methodology for the exchange of experiences and thinking between staff and consumers. The purpose of the second phase of the research was to explore how consumers' voices might be heard, and how staff-consumer communication about that feedback, might be "built in" to ongoing organizational structure and culture. Systems thinking about defensive routines, silences, and voice-as-discourse is reported as offering a possible way of cracking the puzzle of the closed-loop cycle of claim/blame-defense-and-counter-claim/blame-defense that has been characteristic to date.
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    Challenges in the co-construction of knowledge: A global study on strengthening structures for community university research partnerships
    (0000) Hall, Budd L; Tandon, Rajesh; Tremblay, Crystal; Singh, Wafa
    What does it mean to institutionalise the co-construction of knowledge between universities and communities at a global level? This paper begins from the premise that knowledge democracy requires moving beyond expert driven models towards collaborative processes that recognise the knowledge generating capacities of each human being and of every community. Community university research partnerships are presented as a key pathway for this shift, as they create structures through which research questions, methods, processes and outcomes can be shaped jointly. Drawing on a global survey and national case studies across Europe, Africa, Asia and the Americas, the authors examine the histories, discourses and institutional forms that support or constrain such partnerships. This paper further analyses models such as Science Shops, centers of community-based research and national policy frameworks, while identifying tensions and practical challenges in embedding such work within universities. It highlights the importance of facilitative structures, supportive leadership, transnational networks and sustained institutional commitment. In doing so, it argues that institutionalising community-based research is not only a technical exercise but a political and ideological process that reshapes how universities understand knowledge, partnership and their responsibilities to society.