Discourses of Collaboration and Participant Positioning in Research-Practice Partnerships
Saved in:
| Title: | Discourses of Collaboration and Participant Positioning in Research-Practice Partnerships |
|---|---|
| Language: | English |
| Authors: | Simon Sjölund (ORCID |
| Source: | Scandinavian Journal of Educational Research. 2025 69(1):79-94. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Research and Development, Theory Practice Relationship, Partnerships in Education, Foreign Countries, Preschools, Preschool Children, Compulsory Education, Communities of Practice, Teacher Education Programs, Educational Objectives, Discourse Analysis, Discourse Communities, Cooperation |
| Geographic Terms: | Sweden |
| DOI: | 10.1080/00313831.2023.2263474 |
| ISSN: | 0031-3831 1470-1170 |
| Abstract: | This study examines how researchers and practitioners navigate between different discourses in a large-scale research-practice partnership (RPP). While argued to be challenging to conduct, RPPs are also argued to be promising for closing the research-practice gap in education. To contribute to our understanding of RPPs, 45 h of video recorded interactions between researchers and practitioners in a large scale RPP including 300 participants are analyzed. Through a discourse analysis, the presence of two discourses is identified: (1) an outcome-oriented discourse that aligns with traditional positions and division of labour, and (2) a process-oriented discourse that aligns with collaborative and less hierarchical positions. Explanations for the results are discussed in relation to didactic and curriculum traditions, as well as resource management and task distribution. Moreover, it is argued that, while the negotiation of discourses is necessary to avoid hegemony, the negotiation also produces ambiguous participant identities in the RPP. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1458400 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This study examines how researchers and practitioners navigate between different discourses in a large-scale research-practice partnership (RPP). While argued to be challenging to conduct, RPPs are also argued to be promising for closing the research-practice gap in education. To contribute to our understanding of RPPs, 45 h of video recorded interactions between researchers and practitioners in a large scale RPP including 300 participants are analyzed. Through a discourse analysis, the presence of two discourses is identified: (1) an outcome-oriented discourse that aligns with traditional positions and division of labour, and (2) a process-oriented discourse that aligns with collaborative and less hierarchical positions. Explanations for the results are discussed in relation to didactic and curriculum traditions, as well as resource management and task distribution. Moreover, it is argued that, while the negotiation of discourses is necessary to avoid hegemony, the negotiation also produces ambiguous participant identities in the RPP. |
|---|---|
| ISSN: | 0031-3831 1470-1170 |
| DOI: | 10.1080/00313831.2023.2263474 |
