Article (Scientific journals)
Reconceptualizing the relationship between universities and schools: a dialectic and polysemic approach
Fellner, Gene; Siry, Christina
2010In Cultural Studies of Science Education, 5 (3), p. 775-785
Peer reviewed
 

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Keywords :
University-school partnerships; service; polysemy; faculty identities
Abstract :
[en] This review essay adds to the conversation to which Allison Skerrett and Hannah Sevian contribute in their article, Identity and biography as mediators of science and mathematics faculty’s involvement in K-12 service. Here we address the need to reconceptualize faculty service in public schools and traditional notions of scholarship. We discuss the importance of transforming university structures that envision service as less important than “scholarship” and “teaching” while mediating hierarchical ideas of what “service” entails. We share a dialectical view of social life and an ethical stance that values polysemy and polyphony both in research and in our daily interactions. Here we employ a dialectical lens that seeks multiple perspectives as we engage in a dialogue about these issues.
Disciplines :
Education & instruction
Identifiers :
UNILU:UL-ARTICLE-2011-130
Author, co-author :
Fellner, Gene;  Literacy Department, New Jersey City University, USA
Siry, Christina ;  University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS)
Language :
English
Title :
Reconceptualizing the relationship between universities and schools: a dialectic and polysemic approach
Publication date :
2010
Journal title :
Cultural Studies of Science Education
ISSN :
1871-1502
Publisher :
Springer Science & Business Media B.V.
Volume :
5
Issue :
3
Pages :
775-785
Peer reviewed :
Peer reviewed
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