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ERIC Number: EJ1160040
Record Type: Journal
Publication Date: 2016-Nov
Pages: 11
Abstractor: As Provided
ISSN: EISSN-1474-8479
"Students Don't Always Tell Teachers the Truth Very Often, Do They?" Reflections on the Implications When Teachers and Students Collaborate to Investigate Teaching Practice
Leach, Tony; Crisp, Andy
London Review of Education, v14 n3 p54-64 Nov 2016
Informed by Martin Buber's notions of "I-It" and "I-Thou" relationships, this paper examines the problematic and contested issues of emancipation and empowerment in schooling. Specifically, it explores what happens when teachers and students collaborate when observing lessons and commenting on teaching practice in the imagined space of the self-improving school system. Within this space, it examines the challenges and complexities of establishing "I-Thou" teacher-student relationships, and the potential for creative dissonance in such situations. Finally, it explores the idea that the self-improving school could become a place where teachers and students create a space for mutual dialogue about collaborative research in the classroom--in other words, a place where classroom practice is democratically "top-down" teacher-led and "bottom-up" student-informed.
UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7911-5565; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A