"A Guided Walk in the Woods": Boundary Crossing in a Collaborative Action Research Project

Autor/in	Jacobs, Gaby
Titel	"A Guided Walk in the Woods": Boundary Crossing in a Collaborative Action Research Project
Quelle	In: Educational Action Research, 25 (2017) 4, S.575-593 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2016.1203344
Schlagwörter	Participatory Research; Action Research; College Faculty; Elementary School Teachers; Case Studies; College School Cooperation; Teamwork; Role; Models; Democracy; Qualitative Research; Interviews; Elementary Schools; Secondary Schools; Observation + Suchen Sie Ihr Suchwort? Forschungstätigkeit; Projektforschung; Fakultät; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Rollen; Analogiemodell; Demokratie; Qualitative Forschung; Interviewing; Interviewtechnik; Sekundarschule; Beobachtung
Abstract	This article discusses the ideal and practice of collaboration in a collaborative action research project in which university researchers work together with staff from the field of primary education. A qualitative case study was conducted using the theory of boundary crossing to make sense of the ways collaboration took place within the project team. The main theme, also a major dilemma in the project, referred to the transition from a democratic towards a more directive approach within the project design after the first year. The members of the project team took shifting and ambivalent positions within the project as they were trying to cross boundaries between the different goals of the project. Also, boundary objects on different levels contributed to the collaboration. We conclude that clear boundaries between groups or a strong shared identity, as proposed by an insider--outsider model of action research and the notion of first-order democracy, are not helpful in complex collaborative action research projects. Instead, we need the development of second-order democracy means in order to cross boundaries and sustain a critical dialogue about differences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01