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Models of Engaged Scholarship: An Interdisciplinary Discussion

Models of Engaged Scholarship: An Interdisciplinary Discussion DISCUSSIONS AND APPLICATIONS OF ENGAGED SCHOLARSHIP, COLLABORATIVE ETHNOGRAPHY IN NORTH CAROLINA Models of Engaged Scholarship An Interdisciplinary Discussion dorothy holland, Department of Anthropology dana e. powell, Department of Anthropology eugenia eng, Department of Health Behavior and Health Education georgina drew, Department of Anthropology University of North Carolina at Chapel Hill Surely, scholarship means engaging in original research. But the work of the scholar also means stepping back from one's own investigation, looking for connections, building bridges between theory and practice, and communicating one's knowledge effectively. (Boyer 1990, 16) Ernest Boyer, an oft-cited early proponent of "engaged scholarship," called for a set of transformations to lower the walls between academic departments and disintegrate the insular behaviors between disciplines. To open up new space for redefining the full scope of academic work, Boyer explored interactions among five dimensions of scholarship: discovery, teaching, application, integration, and engagement. The final dimension, engagement, emphasizes how scholars might relate differently to their teaching, discovery, application, and integration activities by collaborating with people and organizations beyond campus and ultimately directing their work toward larger, more complex, and more humane ends (Boyer 1996). Despite Boyer's catalytic definition, "engaged scholarship" is not fixed in its meaning. Rather http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Collaborative Anthropologies University of Nebraska Press

Models of Engaged Scholarship: An Interdisciplinary Discussion

Collaborative Anthropologies , Volume 3 (1) – Nov 19, 2010

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Publisher
University of Nebraska Press
Copyright
Copyright © University of Nebraska Press
ISSN
2152-4009
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Abstract

DISCUSSIONS AND APPLICATIONS OF ENGAGED SCHOLARSHIP, COLLABORATIVE ETHNOGRAPHY IN NORTH CAROLINA Models of Engaged Scholarship An Interdisciplinary Discussion dorothy holland, Department of Anthropology dana e. powell, Department of Anthropology eugenia eng, Department of Health Behavior and Health Education georgina drew, Department of Anthropology University of North Carolina at Chapel Hill Surely, scholarship means engaging in original research. But the work of the scholar also means stepping back from one's own investigation, looking for connections, building bridges between theory and practice, and communicating one's knowledge effectively. (Boyer 1990, 16) Ernest Boyer, an oft-cited early proponent of "engaged scholarship," called for a set of transformations to lower the walls between academic departments and disintegrate the insular behaviors between disciplines. To open up new space for redefining the full scope of academic work, Boyer explored interactions among five dimensions of scholarship: discovery, teaching, application, integration, and engagement. The final dimension, engagement, emphasizes how scholars might relate differently to their teaching, discovery, application, and integration activities by collaborating with people and organizations beyond campus and ultimately directing their work toward larger, more complex, and more humane ends (Boyer 1996). Despite Boyer's catalytic definition, "engaged scholarship" is not fixed in its meaning. Rather

Journal

Collaborative AnthropologiesUniversity of Nebraska Press

Published: Nov 19, 2010

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