Reference : “Working with” as a methodological stance: Collaborating with students in teaching, w...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/7792
“Working with” as a methodological stance: Collaborating with students in teaching, writing, and research
English
Siry, Christina mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Zawatski, Elizabeth [> >]
2011
International Journal of Qualitative Studies in Education : QSE
Routledge
24
3
343-361
Yes (verified by ORBilu)
0951-8398
[en] pre-service teacher education ; collaboration ; polysemic research
[en] Using critical ethnography guided by cultural sociology, this manuscript
examines the role of “co” in teacher education; coresearching, coteaching, and
cogenerating dialogue. The authors are a pre-service teacher and college instructor, and
through our multiple perspectives and positionings we explore how collaboration served
to dismantle teacher-student hierarchies and replaced them with complex relationships
mediated by polysemic approaches to research. Pushing against traditional ideologies, we
utilize a multi-voiced approach to writing as we present our experiences and
interpretations of data relative to the possibilities of collaboration in education and
research. As we analyze our role in collaborative endeavors, we ask: How can we find
ways to work across and around hierarchical institutional structures when working with
our students? What are ways that we can examine our individual lived experiences
together, and is it possible to work with each other to develop identities as teachers that
are not predicated on power differentials?
http://hdl.handle.net/10993/7792
http://www.tandfonline.com/doi/abs/10.1080/09518398.2010.539581#preview
Pre-published, post-refereed version of:
Siry, C. & Zawatski, E. (2011). “Working with” as a methodological stance:
Collaborating with students in teaching, writing, and research. Invited
contribution to The International Journal of Qualitative Studies in Education, 24
(3), 343-361. Available at Taylor and Francis online:
http://www.tandfonline.com/doi/abs/10.1080/09518398.2010.539581#preview

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