Community‐Engaged Scholarship, Knowledge, and Dominant Discourse: A Cautionary Tale From the Global Development Sector

Abstract

Community‐engaged scholarship (CES) often intersects with international education, global development, and leadership studies as higher education institutions work to prepare global leaders. The intersection is rife with perverse incentives, and illustrates the importance of conceptual and technical preparation as they relate to right action in marginalized communities. After reviewing the social phenomena resulting from these perverse incentives, the current paper considers the ways in which dominant discourse may prevent students and faculty from seeing the full shape of issues they wish to address through CES. A rights‐based approach is advanced as a tool in the effort to ensure ethically grounded partnerships.