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Reconceptualizing the relationship between universities and schools: a dialectic and polysemic approach

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Abstract

This review essay adds to the conversation to which Allison Skerrett and Hannah Sevian contribute in their article, Identity and biography as mediators of science and mathematics faculty’s involvement in K-12 service. Here we address the need to reconceptualize faculty service in public schools and traditional notions of scholarship. We discuss the importance of transforming university structures that envision service as less important than “scholarship” and “teaching” while mediating hierarchical ideas of what “service” entails. We share a dialectical view of social life and an ethical stance that values polysemy and polyphony both in research and in our daily interactions. Here we employ a dialectical lens that seeks multiple perspectives as we engage in a dialogue about these issues.

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Authors and Affiliations

  1. Literacy Department, New Jersey City University, 2039 Kennedy Blvd, Jersey City, NJ, 07305, USA

    Gene Fellner

  2. University of Luxembourg, Walferdange, Luxembourg

    Christina Siry

Authors
  1. Gene Fellner
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  2. Christina Siry
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Corresponding author

Correspondence to Gene Fellner.

Additional information

This is a review essay of Skerrett, A. and Sevian, H.: Identity and biography as mediators of science and mathematics faculty’s involvement in K-12 service. Cultural Studies of Science Education.

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Fellner, G., Siry, C. Reconceptualizing the relationship between universities and schools: a dialectic and polysemic approach. Cult Stud of Sci Educ 5, 775–785 (2010). https://doi.org/10.1007/s11422-010-9285-3

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  • DOI: https://doi.org/10.1007/s11422-010-9285-3

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