Special Issue: Building the Emerging Field of Collaborative, Community Engaged Education Research

Download the final pre-publication version of the articles here: Special Issue: Building the Emerging Field of Collaborative, Community Engaged Education Research

Guest Editor: Mark R. Warren

This special issue includes a set of articles designed to advance the theory and practice of CCES in education research and related fields. CCES has emerged across a range of disciplines and research domains, relying upon different methodologies and ethical frameworks, including participatory action research (Brydon-Miller, 2001), youth participatory action research (Cammarota & Fine, 2008), action research (Greenwood & Levin, 1998; Stringer, 2009), community-based research (Strand, Cutforth, Stoecker, & Marullo, 2003), and other forms of engaged scholarship (Saltmarsh & Hartley, 2011) like community-based participatory research (Minkler & Wallerstein, 2011). In this sense, we use CCES as an umbrella term across this variety of approaches. What unites this field, and distinguishes it from other attempts to link research to practice (Coburn & Stein, 2010), is its explicit attention to researchers working in partnership with community, parent, youth, and educator groups pursuing change agendas focused on increasing equity and justice in education (Oakes & Rogers, 2005; Warren, Oh, & Tieken, 2016). We do not limit our focus to research in educational settings; we include education-related research collaborations in community settings as well (Tate, 2012; Warren, 2005).

Co-Editors: John Diamond, Timothy Eatman, Michelle Fine, and Ronald David Glass.

Check out other articles from the special issue here.