Upon teaching these courses, we found that students responded in an overwhelmingly positive way to collaborative theoretical models and to collaborative dialogical practice in the classroom, but when it came to team-based work conducted with community members, student responses were mixed. By shifting the theoretical foundations for community-based research, and more specifically, grounding our work in feminist ethics and critical pedagogy theories, we created linked courses that weave both collaborative theory and practice into the fabric of the courses. In this paper we lay bare the theoretical underpinnings for the pervasive individualist model that shapes many community engagement courses, and then we present and analyze a case study based on a collaborative community-based research model developed by the co-authors.
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