This essay revises Paula Mathieu’s call for relationship-based tactics of engagement over institution-based strategies. Because engaged scholars operate within institutional contexts, they should utilize both tactics and strategies to make the academic institutional paradigm more conducive to relationship-based engagement. In supporting this long-term goal, community-literacy practitioners can adapt Brian Huot’s theory of instructive evaluation to enable collaborative assessment of community partnerships. One possible mechanism for such institutional invention would be the establishment of quasi-strategic, quasi-tactical Community- Literacy Associations.
Feigenbaum, Paul. “Tactics and Strategies of Relationship- Based Practice: Reassessing the Institutionalization of Community Literacy.” Community Literacy Journal, vol. 5, no. 2, 2011, pp. 47–66, doi:10.25148/clj.6.2.009412.