TY - JOUR
T1 - The politics of collaboration: discourse, identities, and power in a school–university partnership in Hong Kong
AU - Chan, Cheri
AU - Clarke, Matthew
N1 - Acknowledgements: The authors wish to thank the teachers and researchers who participated in the Quality Education Fund Project, Aligning Assessment with Curriculum Reform in Junior Secondary English Language Teaching, led by Prof Chris Davison and Prof Liz Hamp-Lyons, Faculty of Education of the University of Hong Kong.
PY - 2014/4/9
Y1 - 2014/4/9
N2 - This article reports on how teacher educators from a university, acting as facilitators, supported teachers in conducting a school-based action research project as a practice of professional development in the context of reform in language assessment in Hong Kong. In particular, the article problematises how the facilitators and teachers negotiated and managed identities whilst being engaged in a collaborative action research project. Data were collected from semi-structured interviews. Critical discourse analysis was used to examine the textual data. A key finding was that identities were neither fixed nor finite in the context of collaboration, but were negotiated within and against a range of contextually salient discourses. A major contribution of the article lies in its examination of the complexities of negotiating identities when educators from two different institutional cultures collaborate. The article suggests that collaboration has to be understood within broader sociocultural contexts to identify the interplay of forces that shape relations, identities, and practices constructed.
AB - This article reports on how teacher educators from a university, acting as facilitators, supported teachers in conducting a school-based action research project as a practice of professional development in the context of reform in language assessment in Hong Kong. In particular, the article problematises how the facilitators and teachers negotiated and managed identities whilst being engaged in a collaborative action research project. Data were collected from semi-structured interviews. Critical discourse analysis was used to examine the textual data. A key finding was that identities were neither fixed nor finite in the context of collaboration, but were negotiated within and against a range of contextually salient discourses. A major contribution of the article lies in its examination of the complexities of negotiating identities when educators from two different institutional cultures collaborate. The article suggests that collaboration has to be understood within broader sociocultural contexts to identify the interplay of forces that shape relations, identities, and practices constructed.
U2 - 10.1080/1359866x.2014.902425
DO - 10.1080/1359866x.2014.902425
M3 - Article
SN - 1359-866X
VL - 42
SP - 291
EP - 304
JO - Asia-Pacific Journal of Teacher Education
JF - Asia-Pacific Journal of Teacher Education
IS - 3
ER -