Beyond educator/practitioner binaries: overcoming barriers to cooperation using professional cultural axes

Edited book (chapter)


Hartle, R. Todd, Smith, Rosemary J., Adkison, Stephen, Williams, D. J. and Beardsley, Paul. 2011. "Beyond educator/practitioner binaries: overcoming barriers to cooperation using professional cultural axes." Midgley, Warren, Tyler, Mark A., Danaher, Patrick Alan and Mander, Alison (ed.) Beyond binaries in education research. New York, USA. Routledge. pp. 242-257
Chapter Title

Beyond educator/practitioner binaries: overcoming barriers to cooperation using professional cultural axes

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID3137
3415
Book TitleBeyond binaries in education research
AuthorsHartle, R. Todd (Author), Smith, Rosemary J. (Author), Adkison, Stephen (Author), Williams, D. J. (Author) and Beardsley, Paul (Author)
EditorsMidgley, Warren, Tyler, Mark A., Danaher, Patrick Alan and Mander, Alison
Page Range242-257
SeriesRoutledge Research in Education
Chapter Number18
Number of Pages16
Year2011
PublisherRoutledge
Taylor & Francis
Place of PublicationNew York, USA
ISBN9780415885126
Abstract

Although partnerships between discipline-based practitioners and educators are a powerful means of creating learning and teaching connections, these partnerships can easily suffer from professional culture differences that are often perceived as binary states. Based on the results of a previous study using the United States National Science Foundation (NSF) GK-12 program at Idaho State University (ISU GK12), this chapter describes how perceived stereotypical binaries between educators and practitioners were identified and negotiated in the ISU GK12 example. Professional culture differences in other educator-practitioner partnerships can be identified by focusing on instances where educators or practitioners use binary statements about personality quirks, experience levels, and stereotypes. By modeling these differences as continuous axes of professional values rather than binary stereotypes, the participants in or administrators of partnerships can move beyond the binaries and into effective conflict prevention and negotiation through a process of metacognition, cultural relativism, and communication.

Keywordsdiscipline-based practitioners; educators; partnerships; cultural differences
ANZSRC Field of Research 2020390499. Specialist studies in education not elsewhere classified
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Byline AffiliationsIdaho State University, United States
Faculty of Education
Institution of OriginUniversity of Southern Queensland
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