Researching at the community-university borderlands: Using public science to study policing in the South Bronx

This article is a case study of the Morris Justice Project (MJP), a participatory action research (PAR) study in a South Bronx neighborhood of New York City (NYC) designed to understand residents’ experiences with and attitudes towards the New York Police Department (NYPD). An illustration of public...

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Bibliographic Details
Published in:Education policy analysis archives 2019-05, Vol.27 (56), p.56
Main Authors: Stoudt, Brett G., Torre, María Elena, Bartley, Paul, Bissell, Evan, Bracy, Fawn, Caldwell, Hillary, Dewey, Lauren, Downs, Anthony, Greene, Cory, Haldipur, Jan, Lizama, Scott, Hassan, Prakriti, Manoff, Einat, Sheppard, Nadine, Yates, Jacqueline
Format: Article
Language:English
Subjects:
Action Research
Activism
Crime
grassroots activism
Law Enforcement
Neighborhoods
participatory action research
Participatory Research
Police
Police Community Relationship
policing
Public Opinion
public science
School Community Relationship
Social Justice
structural violence
Universities
Urban Areas
Violence
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Summary:This article is a case study of the Morris Justice Project (MJP), a participatory action research (PAR) study in a South Bronx neighborhood of New York City (NYC) designed to understand residents’ experiences with and attitudes towards the New York Police Department (NYPD). An illustration of public science, the research was conducted in solidarity with an emerging police reform movement and in response to an ongoing and particularly aggressive set of policing policies that most heavily impacts poor communities and communities of color.  The case study describes a set of ongoing participatory, research-action, “sidewalk science” strategies, developed in 42 square blocks of the South Bronx, designed to better understand and challenge the ongoing structural violence of the carceral state. Collaboratively written with members of the Morris Justice collective, we tell our story across three sections that outline the genesis of the project, describe our major commitments, and offers PAR and public science as a possible “intervention” in traditional university practice.
ISSN:1068-2341
1068-2341
DOI:10.14507/epaa.27.2623