Empowering Community Knowledge: A Qualitative Examination of Knowledge Mobilization Barriers Involving Community-Based Organizations

Authors

DOI:

https://doi.org/10.22230/ijepl.2025v21n1a1443

Keywords:

knowledge mobilization, community-based organization, nonprofits, research impact

Abstract

This study investigates the potential of community-based organizations (CBOs) to enhance knowledge mobilization (KMb) through reciprocal and empowering collaborations with academic researchers. Using a constructivist qualitative methodology, the research explored how CBOs perceive and experience KMb relationships and identified challenges in fostering mutually beneficial KMb relationships. Data were gathered via semi-structured interviews with 11 participants from nine Montréal-based CBOs. Findings indicate that CBOs distinguish between direct service beneficiaries and academic collaborators, often prioritizing immediate community needs over KMb objectives. They face resource deficits, siloed practices, and complex decision-making; participants also noted a lack of recognition and ownership of contributions that are frequently undocumented and undervalued. The study advocates a more inclusive, reciprocal KMb framework that fully recognizes CBOs’ local knowledge.

Author Biographies

Hamid Golhasany, McGill University

Ph.D. Candidate in Educational Studies,

Department of Integrated Studies in Education (DISE)

McGill University

Blane Harvey, McGill University

Associate Professor & William Dawson Scholar,

Department of Integrated Studies in Education (DISE)

McGill University

Ollivier Prigent, Université de Sherbrooke

PhD Student

Department of School and Social Adaptation Studies, Faculty of Education, Université de Sherbrooke

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Published

2025-04-03

How to Cite

Golhasany, H., Harvey, B., & Prigent, . O. . (2025). Empowering Community Knowledge: A Qualitative Examination of Knowledge Mobilization Barriers Involving Community-Based Organizations. International Journal of Education Policy and Leadership, 21(1), 22 pp. https://doi.org/10.22230/ijepl.2025v21n1a1443

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Section

Research Use