Match!

‘A guided walk in the woods’: boundary crossing in a collaborative action research project

Published on Aug 8, 2017in Educational Action Research
· DOI :10.1080/09650792.2016.1203344
Gabriele Belschak-Jacobs14
Estimated H-index: 14
(Fontys University of Applied Sciences)
Abstract
AbstractThis article discusses the ideal and practice of collaboration in a collaborative action research project in which university researchers work together with staff from the field of primary education. A qualitative case study was conducted using the theory of boundary crossing to make sense of the ways collaboration took place within the project team. The main theme, also a major dilemma in the project, referred to the transition from a democratic towards a more directive approach within the project design after the first year. The members of the project team took shifting and ambivalent positions within the project as they were trying to cross boundaries between the different goals of the project. Also, boundary objects on different levels contributed to the collaboration. We conclude that clear boundaries between groups or a strong shared identity, as proposed by an insider–outsider model of action research and the notion of first-order democracy, are not helpful in complex collaborative action r...
  • References (31)
  • Citations (4)
📖 Papers frequently viewed together
2016
1 Author (Cheri Chan)
19 Citations
1 Citations
78% of Scinapse members use related papers. After signing in, all features are FREE.
References31
Newest
#1Yrjö Engeström (UH: University of Helsinki)H-Index: 50
1. Introduction 2. The emergence of learning activity as a historical form of human learning 3. The zone of proximal development as the basic category of expansive research 4. The instruments of expansion 5. Toward an expansive methodology 6. Epilogue.
3,969 CitationsSource
#1Sanne Akkerman (UU: Utrecht University)H-Index: 19
#2Wilfried Admiraal (UvA: University of Amsterdam)H-Index: 22
Last. Robert Jan Simons (UU: Utrecht University)H-Index: 6
view all 3 authors...
Studies on crossing boundaries show evidence that diversity in perspectives amongst group members does not need to be overcome by unity in order for collaboration to take place. This study explores what mechanisms of collaboration allow groups to maintain both unity and diversity. A longitudinal study of a Dutch inter-university research project is reported. The analysis considered how the group pursues the aim to function as a unified collective as well as the aim to include diverse project age...
20 CitationsSource
#1Davide Nicolini (Warw.: University of Warwick)H-Index: 30
#2Jeanne Mengis (Warw.: University of Warwick)H-Index: 10
Last. Jacky Swan (Warw.: University of Warwick)H-Index: 42
view all 3 authors...
In this paper we make a case for the use of multiple theoretical perspectives—theory on boundary objects, epistemic objects, cultural historical activity theory, and objects as infrastructure—to understand the role of objects in cross-disciplinary collaboration. A pluralist approach highlights that objects perform at least three types of work in this context: they motivate collaboration, they allow participants to work across different types of boundaries, and they constitute the fundamental inf...
265 CitationsSource
#1Sylwia MęcfalH-Index: 1
6,403 Citations
#1Pernille Bjørn (ITU: IT University of Copenhagen)H-Index: 15
#2Nina Boulus (ITU: IT University of Copenhagen)H-Index: 4
Reflective monitoring of research practices is essential. However, we often lack formal training in the practices of doing action research, and descriptions of actual inquiry practice are seldom included in publications. Our aim is to provide a glimpse of self-reflective practices based on our experience of enacting action research. Our engagement in a large action research project brought about many dilemmas and uncertainties related to our roles and interventions. We focus on these uncertainti...
35 CitationsSource
Diversity and mobility in education and work present a paramount challenge that needs better conceptualization in educational theory. This challenge has been addressed by educational scholars with the notion of boundaries, particularly by the concepts of boundary crossing and boundary objects. Although studies on boundary crossing and boundary objects emphasize that boundaries carry learning potential, it is not explicated in what way they do so. By reviewing this literature, this article offers...
694 CitationsSource
#1Charlotte Tulinius (University of Cambridge)H-Index: 7
#2Bibi Hølge-Hazelton (UCPH: University of Copenhagen)H-Index: 8
In the spiral of action research all participants are expected to work together towards a continuously developing fulfillment of the aims of the project. The data collection is supposed to lead to critical reflection, strategy development, and implementation in cycles, actively involving all participants and researchers. However, communicating processes that go wrong can be difficult. Facing the final communication of an action research project on medical education, we were invited to give a key...
7 CitationsSource
Policies must keep pace with new ideas about what, when, and how teachers learn and must focus on developing schools' and teachers' capacities to be responsible for student learning.
1,315 CitationsSource
#1Laura Smith (Columbia University)H-Index: 16
#2Lucinda Bratini (Columbia University)H-Index: 3
Last. LeLaina Romero (Columbia University)H-Index: 2
view all 5 authors...
Participatory action research (PAR) is a methodological stance that researchers can find both inspiring and daunting. Community-based PAR offers a platform by which social scientists can contribute to the democratization of knowledge and its production, but also requires that they go beyond conventional roles and procedures to interact with community co-researchers in ways that may leave university-based researchers feeling exposed and rudderless. In this article, the authors present episodes fr...
91 CitationsSource
Participation has been of ongoing interest in the field of action research and the New Health Promotion movement, but it is not without tensions and problems. This article presents the challenge of containing the conflicting demands of personal empowerment, practical advancement and theory building in a community-based participatory action research project ‘Aspiring to Healthy Living in The Netherlands’. A Participatory Action Research (PAR) methodology was chosen because of its contribution to ...
49 CitationsSource
Cited By4
Newest
#1Jennifer Lucko (Dominican University of California)H-Index: 1
ABSTRACTThis article examines the participatory impact of a storytelling project on a small group of Latinx English learners in a sixth grade classroom. The storytelling project unexpectedly emerged as a positive ripple effect from a Participatory Action Research (PAR) initiative to foster civic empowerment among middle school students in an English Language Development classroom in Northern California during the 2014–2015 academic year. As the university researcher and classroom teacher worked ...
Source
#1Diane Hart (MMU: Manchester Metropolitan University)H-Index: 3
A systemic Theory of Change approach to projects and change initiatives is explained and illustrated in the context of educational development activity using case studies from a large UK university. The approach involves facilitated modelling used to support organisational learning. Models are updated through action learning cycles of planning, implementation, evaluation, and reflection. The theoretical basis is justified in relation to reflective practice, organisational learning, participative...
Source
#1Alex Schenkels (Fontys University of Applied Sciences)H-Index: 1
#2Gabriele Belschak-Jacobs (Fontys University of Applied Sciences)H-Index: 14
AbstractIn the field of collaborative action research (CAR), the quality of the collaborative partnerships between university researchers and practitioners has received much attention. Most accounts focus on three areas: the question how to organise and optimise the encounter of these ‘worlds’ of scientific and practical reasoning; the professional development and emancipation of practitioners; and the enhancement of the practical utility of a CAR-project. In this article, we look at CAR project...
1 CitationsSource
#1Diane Hart (MMU: Manchester Metropolitan University)H-Index: 3
#2Alberto Paucar-Caceres (MMU: Manchester Metropolitan University)H-Index: 12
The paper uses a higher education case study to illustrate a participative theory of change approach to evaluating technology supported learning. The approach is informed by the Viable Systems Model (VSM) and utilisation-focussed evaluation and, falls within the tradition of facilitated modelling approaches to operational research. We argue that this approach worked well in engaging primary evaluation users in a process of collaborative action research to improving an educational development ini...
8 CitationsSource