Making Graduate Student CER Practices Visible: Navigating the Double-Binds of Identities, Space, and Time

Abstract

In this dialogue, four recently commenced PhD students discuss and thus expound upon how their community-engaged research shaped their methodologies and vice versa. The four authors explain how they each individually overcame the double-binds of identities, space, and time associated with graduate school and community partnerships. They conclude by detailing how, in overcoming these double-binds, they were able to enact community-engaged practices not only tied to their respective methodologies but also focused on equity and social justice.