Abstract
This final chapter brings together the key themes discussed in Chaps. 1–6. The main objective is to draw out the tensions and complexities arising from the practice of collaboration between university researchers and school teachers. The first part of this chapter provides a discussion of the major findings and issues arising from the analysis of the data from the Hong Kong school–university partnership case study. The aim is to integrate the findings with existing theories and research on school–university collaboration practices, and to address the overarching research question underpinning this study—to what extent can school–university collaboration be ‘achieved’ as praxis for the professional development of English language educators? I will also provide some underlying implications for practice and make recommendations for further research.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Atweh, B., Kemmis, S., & Week, P. (Eds.). (1998). Action research in practice: Partnerships for social justice in education. London: Routledge.
Benwell, B., & Stokoe, E. (2006). Discourse and identity. Edinburgh: Edinburgh University Press.
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
Burns, A. (2009). Action research in second language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 289–297). New York: Cambridge University Press.
Carr, W., & Kemmis, S. (1986). Becoming critical. Victoria: Deakin University Press.
Cheng, Y. C., Chow, K. W., & Mok, M. M. C. (Eds.). (2004). Reform of teacher education in the Asia-Pacific in the new millennium: Trends and challenges. Dordrecht: Kluwer Academic Publishers.
Cochran-Smith, M., & Fries, M. K. (2001). Sticks, stones, and ideology: The discourse of reform in teacher education. Educational Researcher, 30(3), 3–15.
Davison, C. (2006). Collaboration between ESL and content teachers: How do we know when we are doing it right? The International Journal of Bilingual Education and Bilingualism, 9(4), 454–475.
Day, C., & Sachs, J. (2004). Professionalism, performativity and empowerment: Discourses in the politics and purposes of continuing professional development. In C. Day & J. Sachs (Eds.), International handbook on the continuing professional development of teachers. Maidenhead: Open University Press.
Dewey, J. (1910). How we think. Boston: D C Heath and Co Publishers.
Dewey, J. (1916). Democracy and education. Kessinger Publications.
Elliott, J. (1991). Action research for educational change. Milton Keynes: Open University Press.
Fairclough, N. (2003). Analysing discourse. Abingdon: Routledge.
Faubion, J. D. (1994). Michel Foucault. London: Penguin Group.
Foucault, M. (1978). The will to knowledge. London: Penguin.
Foucault, M. (1983). On the genealogy of ethics: An overview of work in progress. In H. Dreyfus & P. Rabinow (Eds.), Michel Foucault: Beyond structuralism and hermeneutics. Chicago: University of Chicago Press.
Foucault, M. (1985). The history of sexuality (Vol. 2). New York: Vintage Books.
Foucault, M. (1990). The history of sexuality (R. Hurley, Trans. Vol. 1). New York: Vintage Books.
Franklin, B. M., Bloch, M. N., & Popkewitz, T. S. (Eds.). (2004). Educational partnerships and the State: The paradoxes of governing schools, children and families. New York: Palgrave.
Fraser, N. (1989). Unruly practices: Power, discourse, and gender in contemporary social theory. Minneapolis: University of Minnesota Press.
Giddens, A. (1984). The constitution of society. Cambridge: Polity Press.
Giddens, A. (1991). Modernity and self-identity: Self and society in the modern age. Cambridge: Polity Press.
Hargreaves, A. (1994). Changing teachers, changing times. London: Continuum.
Holliday, A. (2002). Doing and writing qualitative research. London: Sage Publications Ltd.
Johnson, B., & Johnson, K. (2002). Learning from Warthogs and Oxpeckers: Promoting mutualism in school and university research partnerships [academic]. Educational Action Research, 10(1), 67–82.
Johnston, B. (2009). Collaborative teacher development. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 241–249). New York: Cambridge University Press.
Kincheloe, J. L. (2003). Teachers as researchers: Qualitative inquiry as a path to empowerment (2nd ed.). New York: Routledge Falmer.
Lefever-Davis, S., Johnson, C., & Pearman, C. (2007). Two sides of partnership: Egalitarian and empowerment in school-university partnerships. Journal of Educational Research, 100(4), 204–210.
MacLure, M. (2003). Discourse in educational and social research. Maidenhead: Open University Press.
McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities. New York: Columbia University Press.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey Bass.
Mills, S. (2003). Michel Foucault. London: Routledge.
Mitchell-Williams, Z., Wilkins, P., Mclean, M., Nevin, W., Wastell, K., & Wheat, R. (2004). The importance of the personal element in collaborative research [academic]. Educational Action Research, 12(3), 329–346.
Oja, S. N., & Smulyan, L. (1989). Collaborative action research: A developmental process. Lewes: The Falmer Press.
Olssen, M. (1999). Michel Foucault: Materialism and education. Westport: Bergin and Garvey.
Phillips, L., & Jørgensen, M. (2002). Discourse analysis as theory and method. London: Sage Publications.
Ponte, P. (2005). A critically constructed concept of action research as a tool for the professional development of teachers [academic]. Journal of In-service Education, 31(2), 273–294.
Quicke, J. (2000). A new professionalism for a collaborative culture of organizational learning in contemporary society. Educational Management Administration and Leadership, 28, 299–315.
Richardson, L. (1994). Writing: A method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research. Thousand Oaks: Sage Publications.
Schon, D. (1983). The reflective practitioner. London: Ashgate.
Shacklock, G., & Smyth, J. (Eds.). (1998). Being reflexive in critical and social educational research. London: Falmer Press.
Simons, M., Olssen, M., & Peters, M. (2009). Re-reading education policies, part 2: Challenges, horizons, approaches, tools and styles. In M. Simons, M. Olssen, & M. Peters (Eds.), Re-reading education policies: A handbook studying the policy agenda of the 21st century. Rotterdam: Sense Publishers.
Siskin, L. S. (1994). Realms of knowledge: Academic departments in secondary schools. Abingdon: Routledge Falmer.
Somekh, B. (1994). Inhabiting each other’s castles: Towards knowledge and mutual growth through collaboration. Educational Action Research, 2(3), 357–381.
Stewart, T. (2006). Teacher-researcher collaboration or teachers’ research. TESOL Quarterly, 40, 421–430.
Talbot, M., Atkinson, K., & Atkinson, D. (2003). Language and power in the modern world. Edinburgh: Edinburgh University Press.
Tinker-Sachs, G. (Ed.). (2002). Action research in English language teaching. Hong Kong: City University Press.
Tusting, K. (2005). Language and power in communities of practice. In D. Barton & K. Tusting (Eds.), Beyond communities of practice: Language, power, and social context. Cambridge: Cambridge University Press.
Walshaw, M. (2007). Working with Foucault in education. Rotterdam: Sense Publishers.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2016 The Author(s)
About this chapter
Cite this chapter
Chan, C. (2016). The Politics of Collaboration: Implications for Teacher Education in Contemporary Contexts. In: School-University Partnerships in English Language Teacher Education. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-32619-1_7
Download citation
DOI: https://doi.org/10.1007/978-3-319-32619-1_7
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-32617-7
Online ISBN: 978-3-319-32619-1
eBook Packages: EducationEducation (R0)