Reflections about RPP sustainability: a duoethnography from the border
Isela Peña, Rodolfo RinconesPurpose
In this paper, we offer the reflections of our work as researchers engaged in research–practice partnerships (RPP). We examine the reasons for engaging in RPPs and challenges to the sustainability of a P-12 and a higher education RPP situated along the US-Mexico border.
Design/methodology/approach
This study used duoethnography as the methodology. As researchers engaged in RPPs for the past 5 years, we engage in conversations about our experiences around this work, focusing on two questions: (1) why do we engage in RPP work? and (2) what have been the challenges in developing and sustaining our RPPs?
Findings
The conversations illustrate how borderland identities and community-rooted commitments shape the researchers' motivations and promote relational, equity-centered approaches to collaboration. Through shared decision-making, intentional role negotiation, partners cultivated trust, reduced hierarchical barriers and co-constructed meaningful agendas. At the same time, structural constraints, including time scarcity, institutional logics, shifting priorities and uneven participation, posed challenges to authentic collaboration and long-term sustainability. This work demonstrates that creating and sustaining partnerships is dynamic, non-linear and requires ongoing learning and reflexivity.
Originality/value
This study surfaces nuances in what the research shows are best practices of RPPs, particularly around issues of equity and sustainability. Our findings contribute to narrowing the gap that exists when organizations such as universities and P-12 school systems, with distinct cultures and institutional logics, collaborate. This work is also a contribution to the growing research that points to the role that researcher positionality and self-study incorporating reflexivity play in the effectiveness and longevity of RPPs.