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This article considers contested conceptions of community and trajectories toward full participation in research-practice partnerships (RPPs) as key analytical aspects for studying a productive politics of participation. RPPs, as methodology and infrastructure for community participation, frequently surface the character of participation in intersecting communities of practice—making them visible and actionable. I examine two youth-serving RPPs. This analysis considers youth digital media projects as strategies for increasing participation and renegotiating power relations. Findings signal RPPs can help discern the degree to which young people are held on the periphery in communities of practice where marginalizing relations can be reinforced. [ABSTRACT FROM AUTHOR]

Co-produced research is said to create new knowledge through including the perspectives of those traditionally excluded from knowledge production, which in turn is expected to enhance research quality and impact. This article critically examines academic and UK voluntary sector literature concerning participatory and co-produced approaches to explore how quality is currently understood in co-produced research. Drawing on early career researchers' experiences of a programme of co-produced research, the authors illustrate how theory and practice of co-production can differ, and the implications for conceptualising 'research quality' within co-produced research. Drawing on debates within qualitative research, community work and policy studies, the article outlines a potential framework for raising questions of 'quality', co-produced by research partners as part of the research process. Key dimensions of this framework are process, outcomes and autonomy. [ABSTRACT FROM AUTHOR]

The Office for the Study of Aging (OSA) at the University of South Carolina was established in 1988 in conjunction with the founding of the South Carolina Alzheimer’s Disease Registry. Over the last 25 years, the Office for the Study of Aging has furthered its purpose through the development of research and programs for all of South Carolina’s aging population. Examples include the Placemat Strength Training Program, the Dementia Dialogues education program, and the South Carolina Vulnerable Adult Guardian ad Litem program. The work of the office is sustained through a unique government–university–community partnership that supports innovative work and provides direct lines for dissemination, translation, and implementation of programs. The office’s efforts have resulted in two state laws involving aging and older adults as well as recognition through awards and publications. The Office provides a partnership model that offers a dissemination and translation pipeline for programs to be developed, piloted, revised, and enacted into policy. [ABSTRACT FROM AUTHOR]

In recent years, there has been rapid growth in community–university partnerships. As part of this trend, emerging scholars, including graduate students and postdoctoral fellows, have demonstrated significant interest in being part of community-engaged research projects. However, while there is a growing body of literature on the general subject of CU partnerships, the perspective of emerging scholars is not adequately addressed. In this paper, we aim to address that gap by presenting the case of a specific partnership – one that focused on the issue of community food security – and highlighting the role played by emerging scholars. We suggest that some of the challenges and opportunities characteristic of CU work affect emerging scholars, and the partnerships in which they are involved, in unique ways. Because we view emerging scholar participation in engaged research as valuable for both researchers and community partners, we argue in favour of developing institutional spaces that can support their involvement in CU partnerships by providing opportunities to do the work, facilitating skill building and creating communities of practice. [ABSTRACT FROM AUTHOR]

The article discusses a study to assess the acceptability and feasibility of an early school readiness intervention focused on the intersection of social determinant of health and education. Results suggest a relationship between school readiness, social conditions and obesity-related risk factors.