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 Category	Edited book (chapter)
ERA Publisher ID	3137
	3415
Book Title	Beyond binaries in education research
Authors	Hartle, R. Todd (Author), Smith, Rosemary J. (Author), Adkison, Stephen (Author), Williams, D. J. (Author) and Beardsley, Paul (Author)
Editors	Midgley, Warren, Tyler, Mark A., Danaher, Patrick Alan and Mander, Alison
Page Range	242-257
Series	Routledge Research in Education
Chapter Number	18
Number of Pages	16
Year	2011
Publisher	Routledge
	Taylor & Francis
Place of Publication	New York, USA
ISBN	9780415885126
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.
Keywords	discipline-based practitioners; educators; partnerships; cultural differences
ANZSRC Field of Research 2020	390499. Specialist studies in education not elsewhere classified
Public Notes	Files associated with this item cannot be displayed due to copyright restrictions.
Byline Affiliations	Idaho State University, United States
	Faculty of Education
Institution of Origin	University of Southern Queensland

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