Inquiry in Place: Collaborative Research as Strategy for Resistance to Displacement

Antwan Jefferson,Ben Kirshner

doi:10.33011/assembly.v3i1.1001

Abstract

This special issue of The Assembly contains a collection of scholarly articles focused on the phenomena of place and displacement as they occur in and near public education. These articles contribute to the growing field of community-based education research by instigating thought, discourse, and action that deepens the relationships between community members and researchers in the face of social, political, and economic disruption. Each of the articles published in this special issue demonstrates some of what is possible when researchers situate their inquiry in local communities, focus on outcomes and implications of community displacement, and take on community experiences and questions in order to collaborate on the development and design of collaborative, community-based research.

Highlights

This special issue of The Assembly contains a collection of scholarly articles focused on the phenomena of place and displacement as they occur in and near public education
Education inequity follows when families are displaced by forces such as discriminatory housing policy, immigration enforcement, over-policing and militarization, and school closures, as displacement disrupts learning progress and sense of belonging for children
Education consequences for children, whether social-emotional or academic in nature, call for intersectional approaches that draw upon the expertise of community organizers, youth, educators, and university researchers working in equitable and collaborative partnerships, consistent with the traditions of community-based participatory research (CBPR) and community organizing for education justice (Patel, 2015; Warren et al, 2018)

Summary

Introduction

This special issue of The Assembly contains a collection of scholarly articles focused on the phenomena of place and displacement as they occur in and near public education. Education consequences for children, whether social-emotional or academic in nature, call for intersectional approaches that draw upon the expertise of community organizers, youth, educators, and university researchers working in equitable and collaborative partnerships, consistent with the traditions of community-based participatory research (CBPR) and community organizing for education justice (Patel, 2015; Warren et al, 2018).

Results

Conclusion