Knowledge work at the boundary : making a difference to educational disadvantage
Data(s) |
01/06/2013
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Resumo |
This paper aims to contribute to the literature about boundary crossing and explicate how boundaries carry learning potential. We aim to do this by theorising the work of school-based researchers (SBRs) in a school–university partnership project aimed at addressing issues of educational disadvantage. We conceptualise the worlds of teaching and research as characterised by different types of knowledge work and ways of knowing, and by different interaction rituals and emotional investments for engaging with that knowledge. Yet we also contend that the practice boundary that separates also connects and intertwines, as people, objects and knowledge move back and forth across it and become transformed in the process. We suggest that the kind of transformative knowledge work discussed in this paper entails understanding the power and control relations involved in recontextualising knowledge as it moves across the research–practice gap. This process necessitates recognising and acknowledging the emotional investments, energies and interaction rituals attached to local, domain specific knowledge and ways of knowing. By discussing the work of school-based researchers we aim to show how processes of recontextualisation at the boundary between researcher and practitioner knowledge can hold the potential to make a difference to issues of seemingly entrenched educational disadvantage. |
Identificador | |
Publicador |
Elsevier BV, North Holland |
Relação |
DOI:10.1016/j.lcsi.2013.02.001 Singh, Parlo, Märtsin, Mariann, & Glasswell, Kathryn (2013) Knowledge work at the boundary : making a difference to educational disadvantage. Learning, Culture and Social Interaction, 2(2), pp. 102-110. |
Fonte |
Faculty of Health; School of Psychology & Counselling |
Palavras-Chave | #170100 PSYCHOLOGY #Boundary crossing #Research-practitioner partnerships #Knowledge work #Recontextualisation #Educational disadvantage |
Tipo |
Journal Article |