ABSTRACT
Grounded in critical policy theories and democratic conceptions of research, case studies of three community-based organizations, one in Canada and two in the U.S., were analyzed to determine if and how the groups engaged with research in their efforts to influence education policy. The findings demonstrate that the community-based organizations consulted and mediated existing research, conducted original research, and supported others’ research efforts. Collectively, engaging research helped community-based organizations realize technical, political, and transformative goals. Furthermore, the groups’ research activities helped democratize policy processes by broadening policy discourses, challenging dominant policy narratives, encouraging local dialogue and actions, and engaging participants.
