Collaborative research to support reflexive feminist professional work

Claiborne, L, Cornforth, S, Milligan, A and White, E 2015, 'Collaborative research to support reflexive feminist professional work', Open Review of Educational Research, vol. 2, no. 1, pp. 267-281.

Document type: Journal Article
Collection: Journal Articles

Title Collaborative research to support reflexive feminist professional work
Author(s) Claiborne, L
Cornforth, S
Milligan, A
White, E
Year 2015
Journal name Open Review of Educational Research
Volume number 2
Issue number 1
Start page 267
End page 281
Total pages 15
Publisher Taylor & Francis
Abstract Possibilities for postmodern emergence [Somerville, M. (2007). Postmodern emergence. International Journal of Qualitative Studies in Education, 20(2), 225-243] in professional practice were explored by a group of tertiary educators working together on a collaborative memory project. This allowed new possibilities for informing and extending practice beyond taken-for-granted norms circumscribed by the neoliberal university environment. Each author branched off from an initial study to work further with their constituent professional groups: early childhood educators, teachers, counsellors and educational psychologists. The collaborative method involves theoretical provocations for analysing positionings within dominant discourses that shape contemporary educational practices, providing support for reflexive insight into professional work. Findings indicated the fruitfulness of collaborative support for theoretical explorations into diverse domains of inquiry relevant for practice. There were also challenges associated with collaborative theorising in the individualistic setting of the university, including difficulties in embracing group coherence without homogenising intra-group differences. This process could be used in other settings to renew the research, discoveries and future becomings of academic or professional selves.
Subject Gender, Sexuality and Education
Keyword(s) collaborative methods
early childhood education
secondary education
higher education
DOI - identifier 10.1080/23265507.2015.1103663
Copyright notice © 2015 The Author(s).
ISSN 2326-5507
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