Utilising Situational Analysis to Understand Educator-Family Collaborative Partnerships in a Poststructural Case Study

Utilising Situational Analysis to Understand Educator-Family Collaborative Partnerships in a Poststructural Case Study

This paper evidences the process of employing Situational Analysis in a poststructural case study that investigated educator-family collaborative partnerships. The author addresses research design decisions that both supported and enhanced the methodology towards the construction of new knowledge. Embedded in the case study across three case sites, three educators and three families participated in a series of observations, interviews, and collaborative mapping to reveal the findings of this project. In filling gaps identified in literature, the study aimed to elucidate the multiple perspectives of stakeholders through observation and interviews, whilst promoting the voice of both families and educators through participatory situational analysis mapping with the researcher. Findings of this study offer opportunities for all stakeholders to deepen their understanding of what enables effective collaborative partnerships in practice. Furthermore, the unique methodological approach to this study adds to the breadth of knowledge in poststructural research possibilities.

This article is part of a UniSQ Thesis by publication. See Related Output.