Teaching and Learning Community-Based Participatory Research in an Underserved Neighborhood: Reflections on a Pedagogy for Graduate Sociology Courses

Abstract

This article addresses challenges of preparing sociology graduate students to apply academic knowledge practically and translate their sociological imagination into meaningful work after graduation. It introduces a model of community-engaged learning through community-based participatory research (CBPR) projects, bridging classroom learning with ‘real-world sociology’. The course seeks to empower students to transfer acquired skills to benefit communities and improve social conditions. Key pedagogical challenges include transitioning to ‘learning by doing’, establishing reciprocal partnerships and organizing the work within a semester. We present the framework developed for teaching a graduate course in CBPR for several previous semesters in a marginalized community in South Baltimore, MD, USA. Our analysis illustrates the benefits of CBPR as a teaching tool, combining research methodologies, community engagement and sharing findings with the community for empowerment. We also discuss feedback from students and community partners, challenges and best practices for international scholars.