Abstract
This chapter critically evaluates some of the major tropes (the story lines) of school-university collaboration that have been presented in teacher education literature. More specifically, the chapter provides a comprehensive discussion of key international research studies on collaboration by tracing the dominant discourses that have shaped collaboration practices in the context of professional development for teachers over the last four decades. There are two main objectives in this chapter. First, the major studies that have underpinned particular practices of collaboration in teacher education discourses will be problematised to draw attention to the current gap that exists in the literature in regard to including more critical studies in this field of research. Second, Foucault’s idea of genealogy is introduced and used to trace the construction of school-university collaboration as a body of knowledge in the history of professional development of teachers. A genealogical approach helps to challenge ‘known’ truths about collaboration that are constructed through discourse. Genealogy is employed as an approach in this chapter to interrogate contemporary educational discourses about collaboration with the aim of tracking its history and the regimes of power/knowledge involved in the construction of that history.
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Notes
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Lust Caution is a story set in the midst of the Japanese occupation of China and Hong Kong written by Eileen Chang. It portrays the love hate relationship between Wang Chia-chih, an anti-Japanese student activist and Mr. Yee, a Chinese politician who collaborated with the Japanese Occupational Government during the Second World War.
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Chan, C. (2016). Genealogy of Collaboration. In: School-University Partnerships in English Language Teacher Education. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-32619-1_3
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