NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1207509
Record Type: Journal
Publication Date: 2019
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1742-5964
Collaborative Meaning-Making and Dialogic Interactions in Critical Friends as Co-Authors
Olan, Elsie L.; Edge, Christi
Studying Teacher Education, v15 n1 p31-43 2019
From this year-long study, we offer new perspectives for being and becoming critical friends as co-authors. Informed by the Transactional Theory of Reading, a narrative view of experience and feminist communication theory, we positioned ourselves as collaborative, active meaning makers who could read and make meaning from our lived experiences and who could disrupt and problematize our narrative lives as teacher researchers. Through use of a collaborative conference protocol, we discovered what it means to be and to become critical friends who can co-author narrative understanding of self in the study. We have revisited the concept of critical friendship by repositioning our coauthoring as not just a resource for the completion of a better end product, but also as a way of being and knowing that enables an individual to revisit, reignite, disrupt, problematize and challenge one's past and present storied lives.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A