Abstract
This article focuses on the meaning and practice of publicly engaged scholarship. The authors use examples of research in partnership with communities to demonstrate what it means to be with or in a community, how mutuality can be established, and how trust can be earned. The article addresses how university-based researchers can be fully present in shared work with communities and stand with community partners in an effort to answer questions together. The first author discusses the idea of teaching as a form of publicly engaged scholarship that is community-centric, collaborative, humanizing, and guided by equity and justice. The second author discusses what it means to “stand” with community in the fight for justice and argues that we need to rethink what counts as knowledge production when working authentically alongside community instead of at or for them. The third author considers what it means to take seriously children’s ideas and perspectives as we imagine new possibilities for literacy, learning, equity, and diversity in local and global community spaces. The fourth author concludes with a discussion of issues raised and features of community-engaged literacy research evident across all examples.