In the context of a rapid development of interest in community-university research partnerships, this article argues for a greater focus on collaborative reflexivity to enhance learning from the research process and contribute toward developing sustainable and ethical research collaborations. Incorporating perspectives of community and university participants, the article offers a case study analysis of a UK-based co-inquiry action research group. This group not only studied examples of community-university research collaborations, but also reflected on its own workings as an example of collaborative research in action—scrutinizing relationships of power, responsibility, and boundaries in the group (collaborative reflexivity). This article argues that research projects might be designed with space designated for co-inquiry action research or similar inquiry groups. These co-inquiry groups would serve as replacements or supplements to more traditional steering or advisory groups.
Banks, Sarah; Armstrong, Andrea; Booth, Mark; Brown, Greg; Carter, Kathleen; Clarkson, Maurice; Corner, Lynne; Genus, Audley; Gilroy, Rose; Henfrey, Tom; Hudson, Kate; Jenner, Anna; Moss, Robert; Roddy, Dermot; and Russell, Andrew
"Using Co-Inquiry to Study Co-Inquiry: Community-University Perspectives on Research,"
Journal of Community Engagement and Scholarship: Vol. 7
, Article 5.
Available at: https://digitalcommons.northgeorgia.edu/jces/vol7/iss1/5