Research as Relationship [electronic resource] : Ethics and School-University Collaboration / Jonatha W. Vare.
This paper illustrates a researcher/teacher's "situated," (using the workplace as a cultural context) and "gendered" (following the female's subjective preference for context and relationship) understanding of ethics and school-university collaboration. It discusses two...
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| Format: | Electronic eBook |
| Language: | English |
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1997.
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| Summary: | This paper illustrates a researcher/teacher's "situated," (using the workplace as a cultural context) and "gendered" (following the female's subjective preference for context and relationship) understanding of ethics and school-university collaboration. It discusses two ethical issues that arise when school and university colleagues work in collaborative relationships. The paper describes three areas of complication resulting from school-university collaboration; discusses three assumptions of poststructural, feminist research and how they relate to the democratization of qualitative research; and draws implications for ethical issues in collaborative inquiry within the context of caring relationships among colleagues from different workplace cultures. Data come from the researcher/teacher's experiences over several years as a collaborative inquirer in various projects involving school and university faculty. Data sources include field notes, analytic memos from participant observation, reflective journals, focus groups interviews with teachers and university faculty, students' papers, and site artifacts. Complications related to school-university collaboration included school-university workplace cultural differences, situated practice giving rise to situated understanding, and dual role relationships of school-university collaborators. Poststructural, feminist assumptions about qualitative inquiry included the researcher/teacher seeking decentered knowledge, empowerment being problematic, and the aim of inquiry being dialogue. The two ethical implications arising from the complications in school-university collaboration and the assumptions of poststructural, feminist research are that the collaborative relationship must be a caring one and that intellectual honesty is necessary for the democratization of inquiry. (Contains 31 references.) (SM) |
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| Item Description: | ERIC Document Number: ED418059. ERIC Note: Paper presented at the Annual International Conference on Qualitative Research in Education (10th, Athens, GA, January 9-11, 1997). |
| Physical Description: | 26 pages |