Participatory Knowledge Building Within Research-Practice Partnerships in Education
Participatory Knowledge Building Within Research-Practice Partnerships in Education
复制标题
教育研究实践伙伴关系中的参与式知识建设
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
C. Hoadley
中科院分区：
文献类型：
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作者：
Rafi Santo;Dixie Ching;K. Peppler;C. Hoadley
本案例研究考虑教育研究人员和实践者如何共同努力，参与知识建设，这一过程既植根于经验研究，也植根于实地教育工作者的实践和专业知识，产生与教育理论和实践相关的知识。共享的方法被用作称为研究-实践伙伴关系(RPPS)的更广泛方法的一部分，RPPS是研究人员和实践者之间的一种合作模式，它背离并反驳了“研究翻译”的传统假设，即假设研究人员只是与教育工作者、管理人员和年轻人分享研究成果的单向关系。相反，研究-实践伙伴关系的特点是联合工作、互惠互利，并关注利益相关者群体持续存在的实践问题。在研究-实践伙伴关系中，我们建议将参与性知识建设作为索引这些价值的一种方法。我们的立足点是编写合作白皮书，解决研究人员和实践者之间的共同问题，我们首先关注与参与性知识建设相关的实用技术，然后讨论这种方法在研究实践伙伴关系中的结果，最后提出使用这种方法的建议。在讨论通过参与过程发展集体知识的技术时，我们详细说明了主题的产生和选择，利用社区背景作为知识建设的空间，整合基础研究数据，合成和创建论文的初稿，并参与基于社区的反馈和传播。然后，我们详细介绍了这样一个过程对那些从事研究-实践伙伴关系的人所产生的结果，包括发展共同的语言，促进集体知识建设的导向，展示从业人员的专业知识，隐含地重新谈判联合工作的重点，以及催化新的教育实验和实践中的转变。最后，我们总结了从我们在这一领域的经验中吸取的教训，并向希望从事这一做法的其他人提出了建议。大体上，当目标首先是改进教育实践时，该案例突出了使用协作、参与性知识生产方法的实用性和可承受性。
This case study considers how educational researchers and practitioners can work together to engage in participatory knowledge building, a process rooted in both empirical research and the lived practices and expertise of on-the-ground educators that produces knowledge relevant to both educational theory and practice. The method shared was used as part of a broader approach called research-practice partnerships (RPPs), a model of collaboration between researchers and practitioners that departs from and counters traditional assumptions of “research translation” that suppose a unidirectional relationship where researchers simply share findings with educators, administrators, and youth. Instead, research-practice partnerships are characterized by joint work, mutuality, and a focus on persistent problems of practice across stakeholder groups. Within research-practice partnerships, we propose participatory knowledge building as one method that indexes these values. Rooting our case in the production of collaborative white papers addressing shared issues between researchers and practitioners, we first focus on practical techniques associated with participatory knowledge building, then discuss the outcomes of this approach for researchpractice partnerships, and finally make recommendations for util izing this approach. In discussing techniques to develop collective knowledge through participatory processes, we detail topic emergence and selection, leveraging community contexts as spaces for knowledge building, integrating basic research data, synthesizing and creating an initial draft of the paper, and engaging in community-based feedback and dissemination. We then detail the outcomes that such a process has for those engaged in research-practice partnerships, including development of shared language, fostering a collective knowledge-building orientation, surfacing practitioner expertise, implicit renegotiation of the focus of joint work, and catalyzing new educational experiments and shifts in practice. We close with lessons learned from our experience in this area and recommendations for others who are looking to engage in this practice. Broadly, the case highlights both the practicalities and affordances of using collaborative, participatory methods of knowledge production when the goal is first and foremost to improve educational practice.