The Politics of Collaboration: Discourse, Identities, and Power in a School–University Partnership in Hong Kong

From Section:
Trends in Teacher Education
Hong Kong
Jul. 01, 2014

Source: Asia-Pacific Journal of Teacher Education, Volume 42, Issue 3, 2014, pages 291-304

This paper 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 authors suggest that collaboration has to be understood within broader sociocultural contexts to identify the interplay of forces that shape relations, identities, and practices constructed.

Updated: Oct. 24, 2019
Action research | Discourses | Partnerships in education | Politics of education | University - school collaboration