The politics of collaboration: Discourse, identities, and power in a school-university partnership in Hong Kong

The politics of collaboration: Discourse, identities, and power in a school-university partnership in Hong Kong

• Chan, Cheri Faculty of Education, University of Hong Kong
• Clarke, Matthew School of Education, University of New South Wales, Australia

Asia-Pacific Journal of Teacher Education, 42(3), 291-304, 2014

Routledge

2014

• Q Philosophy of Education, Educational System & School At Different Levels
  • QE Post-Secondary Education
• R Educational Policy & Administration
  • RC Educational Planning & Decision Making Process, Educational Administration

Collaborative Action Research Continuing Professional Development Practices Critical Discourse Analysis Identities School-university Partnership

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This article reports on how teacher educators from a university, acting as facilitators, supported teachers in conducting a school-based action research project as a practice of professional development in the context of reform in language assessment in Hong Kong. In particular, the article problematises how the facilitators and teachers negotiated and managed identities whilst being engaged in a collaborative action research project. Data were collected from semi-structured interviews. Critical discourse analysis was used to examine the textual data. A key finding was that identities were neither fixed nor finite in the context of collaboration, but were negotiated within and against a range of contextually salient discourses. A major contribution of the article lies in its examination of the complexities of negotiating identities when educators from two different institutional cultures collaborate. The article suggests that collaboration has to be understood within broader sociocultural contexts to identify the interplay of forces that shape relations, identities, and practices constructed.
[Copyright of Asia-Pacific Journal of Teacher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1359866X.2014.902425]

• English

Journal Articles

• 1359866X

• 10.1080/1359866X.2014.902425

https://bibliography.lib.eduhk.hk/en/bibs/dda24140

2014-10-22