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• The examples of community and participatory-based work in action can be used to talk about the importance of qualitative data and how to frame people without formal scientific training as experts and engaged researchers. 

• I am curious if theater of the oppressed has been used in STEM and/or environmental education? Found the following

• Liberatory Science Education: Weaving Connections Between Feminist Theory and Science Education

• Challenging Social Exclusion in Computing via 'Theatre of the Oppressed' Pedagogy | Proceedings of the 51st ACM Technical Symposium on Computer Science Education

• http://www.labtecgc.udesc.br/tabd1/handle/123456789/18315 

• Review of Drama in Science Education

• Raphale’s call for future research along the following lines: systems thinking, investigation into why things work and fail, how aspirations of collaborative projects are met and unmet, how indeterminacy and complexity characterize participatory action and research–are questions that I am interrogating through my research as well. 

• The table on p. 26 on “Levels of Community Participation in Research” naturally raises the question for the reader: Where on this continuum are we? 

• The concise overview of engaged scholarship models: how do they overlap with similar approaches in pedagogy?

• What political developments have shaped engaged scholarship? For example, neoliberal restructuring has appropriated CBPR for market-oriented research and strengthened corporate-humanitarian networks rather than developing community capacities. 

• I want to think more about the idea of the timeline of community-university partnerships: are there benefits to short-term partnerships as well? Do all partnerships need to be sustainable to be mutually beneficial and meaningful?

Distributive justice, Procedural justice, Process justice, Restorative justice, Capabilities approach to justice, Engaged scholarship, Civically-engaged scholarship and learning, Civic expert, Outreach expert, Multidisciplinary expert, Meta-expert, Translational Research, Community-Based Participatory Action Research

“Of all scholarly articles published in 2009 with the keyword “environmental justice,” almost half were authored by researchers based in the U.S., 20 percent were written by authors in the U.K., and 60 percent exclusively addressed U.S. cases (Reed & George, 2011). While this distribution in part reflects global scholars’ preference for other terms for EJ issues, it should also alert us to the need to extend the scholarly community beyond dominant Anglo-American academic institutions and to address EJ around the globe.” (11)

“Equitable scholarly collaboration with communities is one important corrective to a long history of academic and government research that has ignored, excluded, or actively harmed disempowered groups’ environments and health” (15)

“Reflexivity should act as a check on academic anxieties about scholarly identity and status, on professional and disciplinary insularity, and self-regard. Reflexivity reminds us that discipline building – increasing access to grants, recognition, and seats at the policy table – is a means to larger ends, not an end in itself. It pushes us to worry less about whether we are distinguishing ourselves from other fields and more about whether we are collaborating well with scholars from other disciplines and with community actors to address society’s most significant challenges and imagine their solutions” (16)

The text stages a conversation between the histories and current practices of engaged scholarship and environmental justice to make a case for why EJ practitioners should think about what to research, how to research, and what to do with their research. I like the connection between how strands of engaged scholarship can illuminate and reinforce specific approaches to environmental justice; for example, how CBPR approaches can work towards procedural and process justice.