Overcoming Barriers to Practitioner-Led Research and Research Collaboration?

• In Event: "Practitioners Are Scholars Too": A Critical Conversation on the Mentorship and Mentoring Practices of Practitioner-Led Research and Scholarship as a Vehicle for a Revised Educational Research Narrative

Abstract

The purpose of A Critical Conversation on the Mentorship and Mentoring Practices of Practitioner Led Research and Scholarship as a Vehicle for a Revised Educational Research Narrative symposium is to build upon the well-received symposium Scholarship and Research from Within the Trenches (Author, 2017), where practitioners shared their research and scholarship during the 2017 AERA annual conference in San Antonio, Texas. Through the R.A.C.E Mentoring (Research, Advocacy, Collaboration, and Empowerment) social media framework (Ford et al., 2017), this symposium provides a necessary dialogue on the mentorship of P-12 practitioners as scholars and researchers to not only share in the work and research agenda in their settings but also to become an active participant in critical dialogues and discussion on the scope of educational research.
One way to engage a cross-disciplinary group of scholars is to provide an intentional platform for scholars and researchers in the P-12 school systems, particularly those with or seeking an active and emerging research and publishing agenda. Participants may include Board of Education members, superintendents, principals, coordinators, teachers, counselors, etc. A Critical Conversation on the Mentorship and Mentoring Practices of Practitioner Led Research and Scholarship as a Vehicle for a Revised Educational Research Narrative symposium brings to the forefront a panel discussion and multiple outcomes where scholars and practitioners are sharing the stage and spotlight simultaneously as collaborators of the work. One parallel outcome from this symposium is a special call for the 2020 conference for such partnerships.

Authors

• Malik S. Henfield, Loyola University Chicago

• Michelle F. Trotman Scott, University of West Georgia