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ERIC Number: EJ1016797
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Understanding and Dismantling Barriers for Partnerships for Inclusive Education: A Cultural Historical Activity Theory Perspective
Waitoller, Federico R.; Kozleski, Elizabeth B.
International Journal of Whole Schooling, v9 n1 p23-42 2013
Increasingly, universities and school districts share responsibility for teacher and student learning. Sharing responsibility demands that both institutions work to develop closer relationships through ongoing engagement, dialogue and negotiation. Drawing from Cultural Historical Activity Theory (CHAT), we examined one school/university partnership to identify potential barriers to the close relationships that shared responsibility demands. We illustrate these barriers from the point of view of university-based site faculty, recognizing that a full understanding requires multiple perspectives. However, our study offers useful insights about the work and tensions that merge for individuals who serve in boundary crossing roles when two communities with different core missions engage in a common activity intended to produce mutual benefits. We offer some recommendations to anticipate and reduce barriers to active, engaged school/university partnerships.
Descriptors: Inclusion, Barriers, Partnerships in Education, College School Cooperation, College Faculty, Regular and Special Education Relationship, Elementary Schools, Mainstreaming, Teacher Education Programs, Urban Schools, Politics of Education, Educational Environment
Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: firstname.lastname@example.org; Web site: http://www.wholeschooling.net
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A