Cooperation, Collaboration and Compromise: Learning through Difference and Diversity

Autor/inn/en	Jere, Catherine M.; Priyadharshini, Esther; Robinson-Pant, Anna; Millora, Christopher; Evren, Burcu
Titel	Cooperation, Collaboration and Compromise: Learning through Difference and Diversity
Quelle	In: Educational Action Research, 31 (2023) 3, S.540-555 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2021.1970604
Schlagwörter	Participatory Research; Action Research; Cross Cultural Studies; Cooperative Learning; Migrants; Sex Education; Gender Issues + Suchen Sie Ihr Suchwort? Forschungstätigkeit; Projektforschung; Cultural comparison; Kulturvergleich; Kooperatives Lernen; Migrantin; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Geschlechterfrage
Abstract	Multi-institutional and multi-professional research projects are valued for the impact and learning they generate, but their successful completion is crucially dependent on the various actors recognising their differences and working through/with them as a team. This paper is a critical reflection on one such participatory action research project, which involved new migrants and asylum seekers, an NGO, university researchers, and independent trainers in offering intercultural sexual health and gender relations workshops. It charts the course of this project by introducing the key players and focusing on significant differences and opportunities, and the critical learnings that this generated. The paper uses the concept of the 'paradox lens' as a way of understanding emerging dilemmas and tensions, and the subsequent compromises, co-operations and collaborations that ensued. In closing, it offers a set of principles generated from reflections on learning that occurred during the project, and which may be amended and adapted for other contexts and action research encounters that hope to engender collaborative learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01