Skip to main content
SpringerLink
Log in
Book cover

Curriculum, Schooling and Applied Research pp 221–236Cite as

Palgrave Macmillan

Developing Dialogue between a School Subject Department Head and a University Education Researcher: Convergences and Divergences in Experiencing Educational Change and Complexity

  • Chapter
  • First Online:

  • 436 Accesses

Part of the book series: Palgrave Studies in Education Research Methods ((PSERM))

Abstract

Practice, policy and management constitute complex and interdependent domains of theory and action in contemporary educational settings. This is certainly the case in schools, which are widely recognised as sites of ongoing change (Connolly, James, & Beales, 2011; Holmes, Clement, & Albright, 2013; Spiro & Crisfield, 2018), and as the intersection of competing priorities and pressures (Hardy, 2013; Petriwskyj, 2013; Pollock & Winton, 2012). Likewise, universities exhibit continuing change (Christensen, Gornitzka, & Ramirez, 2019; Goedegebuure & Schoen, 2014), and operate in environments of uncertainty (Gayle, Tewarie, & White, 2003).

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Albright, J., Hartman, D., & Widin, J. (Eds.). (2018). Bourdieu’s field theory and the social sciences. Basingstoke, UK: Palgrave Macmillan.

    Google Scholar 

  • Bakhtin, M. M. (1981). The dialogic imagination: Four essays (Trans. C. Emerson & M. Holquist). Austin, TX: University of Texas Press.

    Google Scholar 

  • Ball, S. J., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. Abingdon, UK: Routledge.

    Google Scholar 

  • Bourdieu, P. (1975). The specificity of the scientific field and the social conditions of the progress of reason. Social Science Information, 14(6), 19–47. https://doi.org/10.1177/053901847501400602

    Article  Google Scholar 

  • Bourdieu, P. (1987). The force of law: Toward a sociology of the juridical field. Hastings Law Journal, 38(5), 814–853. Retrieved from https://repository.uchastings.edu/cgi/viewcontent.cgi?article=2905&context=hastings_law_journal

    Google Scholar 

  • Bourdieu, P. (1993). The field of cultural production. Cambridge, UK: Polity Press.

    Google Scholar 

  • Bourdieu, P. (1994). Rethinking the state: Genesis and structure of the bureaucratic field (Trans. L. J. D. Wacquant & S. Farage). Sociological Theory, 12(1), 1–18.

    Article  Google Scholar 

  • Bourdieu, P. (1996a). The rules of art: Genesis and structure of the literary field (Trans. S. Emanuel). Stanford, CA: Stanford University Press.

    Google Scholar 

  • Bourdieu, P. (1996b). The state nobility: Elite schools in the field of power (Trans. L. C. Clough). Stanford, CA: Stanford University Press.

    Google Scholar 

  • Braun, A., Maguire, M., & Ball, S. J. (2010). Policy enactments in the UK secondary school: Examining policy, practice and school positioning. Journal of Education Policy, 25(4), 547–560. https://doi.org/10.1080/02680931003698544

    Article  Google Scholar 

  • Burns, J. P. (2018). Power, curriculum, and embodiment: Re-thinking curriculum as counter-conduct and counter-politics (Curriculum studies worldwide). New York, NY: Palgrave Macmillan.

    Book  Google Scholar 

  • Chan, C. (2015). Tensions and complexities in school–university collaboration. Asia Pacific Journal of Education, 35(1), 111–124. https://doi.org/10.1080/02188791.2014.906386

    Article  Google Scholar 

  • Christensen, T., Gornitzka, Å., & Ramirez, F. O. (Eds.). (2019). Universities as agencies: Reputation and professionalization (Public sector organizations). New York, NY: Palgrave Macmillan.

    Google Scholar 

  • Connolly, M., James, C., & Beales, B. (2011). Contrasting perspectives on organizational culture change in schools. Journal of Educational Change, 12(4), 421–439. https://doi.org/10.1007/s10833-011-9166-x

    Article  Google Scholar 

  • Cornelissen, F., Daly, A. J., Liou, Y.-H., van Swet, J., Beijaard, D., & Bergen, T. C. M. (2014). More than a master: Developing, sharing, and using knowledge in school–university research networks. Cambridge Journal of Education, 44(1), 35–57. https://doi.org/10.1080/0305764X.2013.855170

    Article  Google Scholar 

  • Danaher, P. A. (2015). Forms of capital and transition pedagogies: Researching to learn among postgraduate students and early career academics at an Australian university. In C. Guerin, P. Bartholomew, & C. Nygaard (Eds.), Learning to research—Researching to learn (The learning in higher education series) (pp. 219–239). Faringdon, UK: Libri Publishing.

    Google Scholar 

  • Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. Sage Open, 4(1), 1–10. https://doi.org/10.1177/2158244014522633

    Article  Google Scholar 

  • Evertson, C. M., & Weinstein, C. S. (Eds.). (2006). Handbook of classroom management: Research, practice, and contemporary issues. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Gayle, D. J., Tewarie, B., & White, A. Q. (Eds.). (2003). Governance in the twenty-first-century university: Approaches to effective leadership and strategic management (ASHE ERIC higher education report vol. 30 no. 1). Hoboken, NJ: John Wiley & Sons.

    Google Scholar 

  • Gazeley, L., Marrable, T., Brown, C., & Boddy, J. (2013). Reducing inequalities in school exclusion: Learning from good practice (A report to the Office of the Children’s Commissioner from the Centre for Innovation and Research in Childhood and Youth). Brighton, UK: School of Education and Social Work, University of Sussex. Retrieved from https://www.sussex.ac.uk/webteam/gateway/file.php?name=reducing-inequalities-in-school-exclusion%2D%2D-learning-from-good-practice.pdf&site=319

  • Goedegebuure, L., & Schoen, M. (2014). Middle management in the university of the future—An Australian perspective. In C. Scholz & V. Stein (Eds.), The dean in the university of the future (pp. 127–135). Munich, Germany: Rainer Hampp Verlag.

    Google Scholar 

  • Grbich, C. (2013). Qualitative data analysis: An introduction. London, UK: Sage Publications.

    Google Scholar 

  • Hardy, I. (2013). Competing pressures in practice: Teachers’ pedagogies and work under complex policy conditions. International Journal of Pedagogies and Learning, 8(3), 206–218. https://doi.org/10.5172/ijpl.2013.8.3.206

    Article  Google Scholar 

  • Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY and Toronto, ON: Teachers College Press and the Ontario Principals’ Council.

    Google Scholar 

  • Harrison, K. (2017). Shakespeare, Bakhtin, and film. New York, NY: Palgrave Macmillan.

    Book  Google Scholar 

  • Hartas, D. (Ed.). (2015). Educational research and inquiry: Qualitative and quantitative approaches. London, UK: Bloomsbury Academic.

    Google Scholar 

  • Hartle, R. T., Smith, R., Adkison, S., Williams, D. J., & Beardsley, P. (2011). Beyond educator/practitioner binaries: Overcoming barriers to cooperation using professional cultural axes. In W. Midgley, M. A. Tyler, P. A. Danaher, & A. Mander (Eds.), Beyond binaries in education research (Routledge research in education vol. 59) (pp. 242–257). New York, NY: Routledge.

    Google Scholar 

  • Holmes, K., Clement, J., & Albright, J. (2013). The complex task of leading educational change in schools. School Leadership & Management, 33(3), 270–283. https://doi.org/10.1080/13632434.2013.800477

    Article  Google Scholar 

  • Jenkins, R. (2002). Pierre Bourdieu (key sociologists) (2nd ed.). Abingdon, UK: Routledge.

    Google Scholar 

  • Joffe, H. (2011). Thematic analysis. In D. Harper & A. R. Thompson (Eds.), Qualitative research methods in mental health and psychotherapy: A guide for students and practitioners. Chichester, UK: John Wiley & Sons. https://doi.org/10.1002/9781119973249.ch15

    Chapter  Google Scholar 

  • Kimber, M., & Ehrich, L. C. (2011). The democratic deficit and school-based management in Australia. Journal of Educational Administration, 49(2), 179–199. https://doi.org/10.1108/09578231111116725

    Article  Google Scholar 

  • Lawson, M. A., & Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational Research, 83(3), 432–479. https://doi.org/10.3102/0034654313480891

    Article  Google Scholar 

  • Liem, G. A. D., Marsh, H. W., Martin, A. J., McInerney, D. M., & Yeung, A. S. (2013). The big-fish-little-pond effect and a national policy of within-school ability streaming: Alternative frames of reference. American Educational Research Journal, 50(2), 326–370. https://doi.org/10.3102/0002831212464511

    Article  Google Scholar 

  • Martin, S. D., Snow, J. L., & Franklin Torrez, C. A. (2011). Navigating the terrain of third space: Tensions with/in relationships in school–university partnerships. Journal of Teacher Education, 62(3), 299–311. https://doi.org/10.1177/0022487110396096

    Article  Google Scholar 

  • Matthews, K. J., & Danaher, P. A. (2015). Mainstreaming margins: Analysing the knowledge of an Australian university education research team. In K. Trimmer, A. L. Black, & S. Riddle (Eds.), Mainstreams, margins and the spaces in-between: New possibilities for education research (Routledge research in education vol. 130) (pp. 50–65). Abingdon, UK: Routledge.

    Google Scholar 

  • Moolenaar, N. M. (2012). A social network perspective on teacher collaboration in schools: Theory, methodology, and applications. American Journal of Education, 119(1), 7–39. https://doi.org/10.1086/667715

    Article  Google Scholar 

  • Petriwskyj, A. (2013). Pedagogies of inclusive transition to school. Australasian Journal of Early Childhood, 38(3), 45–55. https://doi.org/10.1177/183693911303800307

    Article  Google Scholar 

  • Pollock, K., & Winton, S. (2012). School improvement: A case of competing priorities! Journal of Cases in Educational Leadership, 15(3), 22–21. https://doi.org/10.1177/1555458912447840

    Article  Google Scholar 

  • Rainer, P., Cropley, B., Jarvis, S., & Griffiths, R. (2012). From policy to practice: The challenges of providing high quality physical education and school sport faced by head teachers within primary schools. Physical Education and Sport Pedagogy, 17(4), 429–446. https://doi.org/10.1080/17408989.2011.603125

    Article  Google Scholar 

  • Scheerens, J. (2014). Evidence based educational policy and practice: The case of applying the educational effectiveness knowledge base. Educational, Cultural and Psychological Studies, 9, 83–99. https://doi.org/10.7358/ecps-2014-009-sche

    Article  Google Scholar 

  • Silverman, D. (2013). Doing qualitative research (4th ed.). London, UK: Sage Publications.

    Google Scholar 

  • Spiro, J., & Crisfield, E. (2018). Linguistic and cultural innovation in schools: The languages challenge. Basingstoke, UK: Palgrave Macmillan.

    Book  Google Scholar 

  • Swartz, D. L. (2013). Symbolic power, politics, and intellectuals: The political sociology of Pierre Bourdieu. Chicago, IL: The University of Chicago Press.

    Book  Google Scholar 

  • Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & Health Sciences, 15(3), 398–405. https://doi.org/10.1111/nhs.12048

    Article  Google Scholar 

  • Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage Publications.

    Google Scholar 

Download references

Acknowledgments

The authors acknowledge gratefully the constructive feedback about earlier versions of this chapter provided by the book’s editors, an anonymous peer reviewer and participants in the writing workshops related to the book’s development, which has enhanced the clarity and readability of the text.

Author information

Authors and Affiliations

  1. Queensland Department of Natural Resources, Mines and Energy, Dalby, QLD, Australia

    Don Harris

  2. University of Southern Queensland, Toowoomba, QLD, Australia

    Patrick A. Danaher

Authors
  1. Don Harris
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Patrick A. Danaher
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Patrick A. Danaher .

Editor information

Editors and Affiliations

  1. School of Education, University of Southern Queensland, Toowoomba, Australia

    Jennifer Donovan

  2. Faculty of Business, Law, Education & Arts, University of Southern Queensland, Toowoomba, Australia

    Karen Trimmer

  3. School of Education, University of Southern Queensland, Toowoomba, Australia

    Nicholas Flegg

Rights and permissions

Reprints and permissions

Copyright information

© 2020 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Harris, D., Danaher, P.A. (2020). Developing Dialogue between a School Subject Department Head and a University Education Researcher: Convergences and Divergences in Experiencing Educational Change and Complexity. In: Donovan, J., Trimmer, K., Flegg, N. (eds) Curriculum, Schooling and Applied Research. Palgrave Studies in Education Research Methods. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-48822-2_10

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-48822-2_10

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-48821-5

  • Online ISBN: 978-3-030-48822-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation