Moving toward Dialogical Collaboration: A Critical Examination of a University-School-Community Partnership
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| Title: | Moving toward Dialogical Collaboration: A Critical Examination of a University-School-Community Partnership |
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| Language: | English |
| Authors: | Miller, Peter M., Hafner, Madeline M. |
| Source: | Educational Administration Quarterly. 2008 44(1):66-110. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 45 |
| Publication Date: | 2008 |
| Document Type: | Information Analyses Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | College School Cooperation, Leadership, Partnerships in Education, Critical Thinking, Interviews, Interaction, Cooperative Planning, Participative Decision Making, Leadership Responsibility, School Community Relationship, Poverty, Minority Groups, High Risk Students |
| Geographic Terms: | United States |
| DOI: | 10.1177/0013161X07309469 |
| ISSN: | 0013-161X |
| Abstract: | Purpose: This study sought to deepen current understandings of collaboration and leadership in the context of partnerships between diverse universities, schools, and communities. Using a critical epistemological perspective, the project specifically attempted to learn more about the processes employed by one particular partnership in the Western United States. To inform this process evaluation, the study's conceptual framework was rooted in tenets of Paulo Freire's (1970) concept of dialogue. Specifically, the study sought to reveal the extent to which the Freirean dialogical tenets of humility, faith, hope, and critical thinking were embodied in this collaborative process. Research Methods: Qualitative case study. Data Collection and Analysis: Data were collected through semistructured interviews with 17 participants, 25 observations, and analysis of relevant documents and archival data. After a process of open and axial coding, the findings were deductively analyzed using tenets of Freire's (1970) dialogue. Findings: The findings suggested that although the partnership's participants appeared to have intentions that were closely aligned with the tenets of dialogue, various factors inhibited the actual process from evolving as one that was comprehensively dialogical. Conclusions: It is asserted that in educational partnerships between diverse individuals and organizations, the onus is on those who occupy traditional leadership positions to ensure that equal participative opportunities are afforded to all interested parties. Several recommendations are offered to facilitate the creation of such collaborative structures. (Contains 2 tables and 6 notes.) |
| Abstractor: | Author |
| Number of References: | 54 |
| Entry Date: | 2008 |
| Accession Number: | EJ783230 |
| Database: | ERIC |
| Abstract: | Purpose: This study sought to deepen current understandings of collaboration and leadership in the context of partnerships between diverse universities, schools, and communities. Using a critical epistemological perspective, the project specifically attempted to learn more about the processes employed by one particular partnership in the Western United States. To inform this process evaluation, the study's conceptual framework was rooted in tenets of Paulo Freire's (1970) concept of dialogue. Specifically, the study sought to reveal the extent to which the Freirean dialogical tenets of humility, faith, hope, and critical thinking were embodied in this collaborative process. Research Methods: Qualitative case study. Data Collection and Analysis: Data were collected through semistructured interviews with 17 participants, 25 observations, and analysis of relevant documents and archival data. After a process of open and axial coding, the findings were deductively analyzed using tenets of Freire's (1970) dialogue. Findings: The findings suggested that although the partnership's participants appeared to have intentions that were closely aligned with the tenets of dialogue, various factors inhibited the actual process from evolving as one that was comprehensively dialogical. Conclusions: It is asserted that in educational partnerships between diverse individuals and organizations, the onus is on those who occupy traditional leadership positions to ensure that equal participative opportunities are afforded to all interested parties. Several recommendations are offered to facilitate the creation of such collaborative structures. (Contains 2 tables and 6 notes.) |
|---|---|
| ISSN: | 0013-161X |
| DOI: | 10.1177/0013161X07309469 |
