Warren, M. R., Park, S. O., & Tieken, M. C. (2016). The Formation of Community-Engaged Scholars: A Collaborative Approach to Doctoral Training in Education Research. Harvard Educational Review, 86(2), 233–260. https://doi.org/10.17763/0017-8055.86.2.233

This paper examines the development of community-engaged scholars (CES) in doctoral programs, focusing on collaborative education research. It highlights the importance of fostering learning communities and creating opportunities for students to share stories and build relationships. The article investigates the skills, dispositions, and commitments that characterize community-engaged scholarship through a self-study of a research project at the Harvard Graduate School of Education. It examines the processes through which doctoral students acquire necessary skills and how they can contribute to ongoing practices of CES. The research emphasizes the importance of addressing power dynamics and promoting equity in community partnerships to create a more collaborative and sustainable approach to scholarship. Ultimately, it argues for a new generation of education researchers committed to working with communities and transforming schools.

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