Moving Toward Dialogical Collaboration: A Critical Examination of a University— School—Community Partnership
Moving Toward Dialogical Collaboration: A Critical Examination of a University— School—Community Partnership
复制标题
走向对话式合作：对大学-学校-社区合作伙伴关系的批判性审视
DOI：
10.1177/0013161x07309469
复制
发表时间：
2008
影响因子：
3.3
通讯作者：
Madeline M. Hafner
中科院分区：
文献类型：
--
作者：
P. Miller;Madeline M. Hafner
目的：这项研究试图加深对不同大学、学校和社区之间伙伴关系背景下的合作和领导力的当前理解。该项目采用批判性的认识论观点，特别试图更多地了解美国西部某一特定伙伴关系所采用的程序。为了对这一过程进行评估，这项研究的概念框架植根于Paulo Freire(1970)的对话概念。具体地说，这项研究试图揭示弗莱尔的谦逊、信仰、希望和批判性思维的对话原则在这个合作过程中的体现程度。研究方法：定性案例研究。数据收集和分析：通过对17名参与者、25名观察者的半结构化访谈以及对相关文件和档案数据的分析来收集数据。经过开放式和轴向编码的过程，运用Freire(1970)对话的原则对研究结果进行演绎分析。调查结果：调查结果表明，尽管伙伴关系的参与者似乎有与对话原则密切一致的意图，但各种因素阻碍了实际过程演变为一个全面对话的过程。结论：在不同个人和组织之间的教育伙伴关系中，担任传统领导职务的人有责任确保向所有有关各方提供平等的参与机会。提出了几项建议，以促进建立这种协作结构。
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.