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Research-Practice Partnerships for Social Transformation: Democratizing Inquiry and Prefiguring More Just Scholarly Relations. A Policy Research Brief

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Title: Research-Practice Partnerships for Social Transformation: Democratizing Inquiry and Prefiguring More Just Scholarly Relations. A Policy Research Brief
Language: English
Authors: Gerald Campano, María Paula Ghiso, María Beatriz Pinto, Yanil De La Rosa, National Council of Teachers of English (NCTE), James R. Squire Office of Policy Research
Source: National Council of Teachers of English. 2026.
Availability: National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org
Peer Reviewed: N
Page Count: 10
Publication Date: 2026
Document Type: Reports - Descriptive
Descriptors: Educational Research, Partnerships in Education, Equal Education, Educational Change, Critical Theory, Social Change
Abstract: The scene may be familiar to many educators and school leaders: it's a professional development day, and a district community is gathered to hear about the latest research, undertaken by outside experts, which they are then asked to "roll out" in their sites of practice "with fidelity." These research insights are often separate from educators' day-to-day inquiries or the specific reforms a school may already be undertaking. They may be presented in topdown ways and with the urgency to shift curricular focus onto areas determined a priori. Such a bifurcated relationship between research and practice is premised on "prevailing concepts of the teacher as technician, consumer, receiver, transmitter, and implementor of other people's knowledge" (Cochran-Smith & Lytle, 1999, p. 16). A number of different scholarly traditions--including teacher research and participatory and community-based methodologies--have sought to challenge this dichotomy and argue for more mutually-constructed and locally-grounded research endeavors where those impacted by educational systems, such as teachers, students, and families, play key roles in generating knowledge to transform them. Research-practice partnerships (RPPs) are an emerging paradigm which also productively challenges this hierarchical approach and puts research and practice in a dialectical relationship with one another. In this brief, the authors unpack how RPPs have been conceptualized, consider what they can learn from other types of research partnerships that emerge from grassroots efforts informed by critical theory, and offer recommendations for those interested in developing RPPs committed to equity and social transformation.
Abstractor: ERIC
Entry Date: 2026
Access URL: https://ncte.org/wp-content/uploads/26_Policy-Brief_Research-Practice-Partnerships-for-Social-Transformation_F.pdf
Accession Number: ED679909
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  Data: The scene may be familiar to many educators and school leaders: it's a professional development day, and a district community is gathered to hear about the latest research, undertaken by outside experts, which they are then asked to "roll out" in their sites of practice "with fidelity." These research insights are often separate from educators' day-to-day inquiries or the specific reforms a school may already be undertaking. They may be presented in topdown ways and with the urgency to shift curricular focus onto areas determined a priori. Such a bifurcated relationship between research and practice is premised on "prevailing concepts of the teacher as technician, consumer, receiver, transmitter, and implementor of other people's knowledge" (Cochran-Smith & Lytle, 1999, p. 16). A number of different scholarly traditions--including teacher research and participatory and community-based methodologies--have sought to challenge this dichotomy and argue for more mutually-constructed and locally-grounded research endeavors where those impacted by educational systems, such as teachers, students, and families, play key roles in generating knowledge to transform them. Research-practice partnerships (RPPs) are an emerging paradigm which also productively challenges this hierarchical approach and puts research and practice in a dialectical relationship with one another. In this brief, the authors unpack how RPPs have been conceptualized, consider what they can learn from other types of research partnerships that emerge from grassroots efforts informed by critical theory, and offer recommendations for those interested in developing RPPs committed to equity and social transformation.
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