Community-engaged research partnerships are increasingly used in education research to promote equitable and relevant educational outcomes. One key challenge of such partnerships that is rarely documented is the pre-partnership relationship development phase. This methodological paper reports on the early partnership exploration and formation efforts of an interdisciplinary research team working to build a community-based curriculum materials collaborative for health justice science education in a rural Midwest town. We explicate how we have approached this phase through an epistemological orientation of desire-centered research by integrating methods and stances from community-engaged ethnography with commitments from community-based participatory research. We articulate three main activities shaping this phase of work: (1) Learning about communities’ well-resourced networks; (2) Progressive refinement of project foci; and (3) Gauging, establishing, and negotiating trust and capacity. Our situated accounting provides an illustration of how interdisciplinary teams might draw from and navigate across multiple methodological traditions in context-specific ways in working towards equity in education research.
Original languageEnglish (US)
Title of host publicationProceedings of the 17th International Conference of the Learning Sciences - ICLS 2023
EditorsPaulo Blikstein, Jan Van Aalst, Rita Kizito, Karen Brennan
Place of PublicationMontreal
PublisherInternational Society of the Learning Sciences (ISLS)
ISBN (Print)9781737330677
StatePublished - Oct 3 2023
Event2023 International Society of the Learning Sciences Annual Meeting - Montreal, Canada
Duration: Jun 10 2023Jun 15 2023


Conference2023 International Society of the Learning Sciences Annual Meeting
Abbreviated titleISLS Annual Meeting 2023


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