ROSE DEIGHTON-MOHAMMED

I approach public scholarship through community-based and bi-directional  learning. I follow in the tradition of publicly engaged humanists who value co-creation and seek to learn from the methodologies and praxes of humanistic scholars working outside university campuses. Whenever I share knowledge from my academic research with communities and publics beyond the university, I also seek to learn from those communities and co-create knowledge with them.  For this reason, my public scholarship often takes  place in social-educational settings, such as workshops, shared projects, book clubs, events, and other formats that are mutually valuable to me as a scholar and to my interlocutors engaged in knowledge practices in their communities. I especially integrate public scholarship within my undergraduate courses. I consider my undergraduate students an important public, who bring a wealth of knowledge and experience to bear on my research and teaching. I aim to provide opportunities for them to work with members of the community, locally and internationally, so they can view their university education as inextricably linked to wider practices of public engagement. Overall, learning is a collective effort and transformative process and I am committed to highlighting the collaborative nature of education and scholarly research.