Educational Research by/for the People: The Role of Research in Community-Based Organizations

• In Event: Educational Leadership: Research as Praxis for the Public Good

Abstract

Purposes: One purpose of our paper is to present findings from four case studies of community based organizations (CBOs) in Canada and the US to show that the use of educational research is widespread in these groups; however, how and for what purposes research is used varies from group to group. A second purpose is to show that using research contributes to CBOs’ ability to influence education policy.

Research Questions:
1. How and for what purposes do CBOs use research to improve education?
2. How and in what ways does CBOs’ research use affect their ability to influence education policy?

Theoretical Approach: Citizens’ engagement in public policy, including education policy, is necessary for democracy (Barber, 2003; Gutmann, 1999). Community involvement in education is traditionally defined using a school-centric framework favouring direct action of parents in support of classroom, school, or district agendas (Barton, et al, 2004, Schutz, 2007). Common examples include assisting children with homework, attending parent-teacher conferences, joining parent-teacher associations, and participating in school events or fundraisers (Epstein, 1995). However, a growing number of families and community members are seeking broader engagement opportunities through participation in CBOs (Mediratta, Shah, & McAlister, 2008). Their participation is often motivated by feelings of frustration regarding the limited influence of the local community in education decision making (Shirley, 1997, 2002; Evans, 2009). In CBOs individuals may increase their civic capacity and take collective action on education issues (Stone, et al, 2001; Oakes & Rogers, 2006). An indicator of CBOs’effectiveness is the capacity to collect, interpret, and utilize education research in policy discourse (Baum, 2003; Renee, 2006).

Methods & Data Sources: The paper draws on data collected from four case studies of CBOs in Canada and the US. A cross-case analysis is used to determine similarities and differences between how and for what purposes the CBOs use research and understand how using research affects their influence on education policy.

Findings: CBOs use surveys, site-visits, interviews, and participation in professional conferences as a part of their research process. Conducting original research is used to develop policy alternatives, track policy outcomes, and support members’ advocacy efforts with other education stakeholders. Using others’ research enables CBOs to become better informed about issues and alternatives and add legitimacy to their recommendations. The use of research has helped CBOs’ achieve their objectives including influencing policy at multiple levels.

Significance: The findings are significant because they expand traditional, school-centric conceptions of family and community involvement in education by recognizing parents and other ordinary citizens as potential researchers and policy actors. The findings also suggest that CBOs are potentially valuable partners for educational leaders and education researchers because they operate independently of schools, are not beholden to bureaucratic policies, have flexibility to pursue innovative and transformative reforms (Shirley & Evans, 2007), and can provide insights into community desires that might otherwise be overlooked in official policy processes. When sharing research findings professional researchers should include CBOs as audience members since these groups consider and use others’ research in their advocacy efforts.

Authors

• Sue Winton, York University

• Michael P. Evans, Miami University - Oxford