Session Information
15 SES 08, Strength in Numbers or Getting Nowhere Fast in a Committee: International Perspectives on Conditions for Collaboration in Education Networks
Symposium
Contribution
In increasingly diverse and complex societies, a strong case can be made that the school as an isolated institution is insufficient as the sole locus of education and that increased complexity needs to be met by increased collaboration (Gallagher & Parker, 2007). The perspective on education has broadened, long recognizing that education also occurs outside of formal settings, either deliberately or informally (Werquin, 2010). In addition, the notion of viewing schools and their agents as forming part of broader networks, interconnected either formally or informally has gained traction (Carmichael, Fox, McCormick, Procter, & Honour, 2006). Consequently, the potential of non-formal and informal education in the neighborhood (Million, Heinrich, & Coelen, 2015) as well as the local community (Sanders, 2005) have gained attention. The resulting efforts of cooperation can be viewed as partnerships (cp. Bauch, 2001), networked learning communities (Fox, Haddock, & Smith, 2007; Jopling & Spender, 2006), educational landscapes (Huber, 2014; Million et al., 2015) and others. While the underlying notions differ, the ultimate goal of these networked systems can in all cases be described as improved learning (opportunities) for young people. The impetus towards networking efforts in school-centered education has been so vivid over the last years that some have begun to ponder whether it constitutes “a fourth phase of school improvement based on collaboration” (Muijs, 2010, p. 1).
This symposium attempts to investigate conditions of successful collaboration between educational networks. Taking a cue from Hadfield et al. (2006) as well as Mujis et al. (2010) educational networks are defined in this proposal as collaborative entities between schools and other agents and agencies with influences on young peoples’ development and learning (for example community, parental groups, researchers). As such, these networks bear similarities to extended professional learning communities (cp. Stoll & Louis, 2007, p. 5) or more aptly to the extended notion of networked learning communities as the people involved are engaged (among other things) in promoting professional learning, are engaged in a collaborative, growth-promoting learner-oriented practice and work together in a collective that extend beyond schools, connecting with the community and other services (cf. Jackson & Temperley, 2007).
The symposium will provide an overview over different forms of collaborative endeavors. The main emphasis, however, will be devoted to presenting contributions on the conditions for collaboration in networks. Through the comparison of empirically sound, yet contextually bound findings from studies in three countries (England, Germany, Switzerland), attempts will be made to delineate overarching themes as well as diverging insights, thus leading to a greater understanding of conditions for successful collaborative networks. Additionally, a discussant from France will enrich the discussion by bringing in another country perspective and a critical reflection that will go beyond national contexts. The results from the symposium will be used to inform the next practice of collaborative undertakings in education.
References
Bauch, P. A. (2001). School-Community Partnerships in Rural Schools. Peabody Journal of Education, 76(2), 204–221. Carmichael, P. et al. (2006). Teachers’ networks in and out of school. Research Papers in Education, 21(2), 217–234. Fox, A., Haddock, J., & Smith, T. (2007). A network biography. Curriculum Journal, 18(3), 287–306. Gallagher, N., & Parker, S. (2007). Introduction. In N. Gallagher & S. Parker (Eds.), The Collaborative State: How Working Together Can Transform Public Services (pp. 13–23). London: Demos. Huber, S. G. (Ed.). (2014). Kooperative Bildungslandschaften – Netzwerke(n) im und mit System. Köln: WoltersKluwer. Jackson, D., & Temperley, J. (2007). From professional learning community to networked learning community. In L. Stoll & K. S. Louis (Eds.), Professional Learning Communities (pp. 45–62). New York: Open University Press. Million, A., Heinrich, A. J., & Coelen, T. (2015). Educational Landscapes and Urban Development. Planning Practice & Research, 30(5), 587–601. Muijs, D., West, M., & Ainscow, M. (2010). Why network? Theoretical perspectives on networking. School Effectiveness and School Improvement, 21(1), 5–26. Sanders, M. G. (2005). Building School-Community Partnerships: Collaboration for Student Success. Corwin Press. Stoll, L., & Louis, K. S. (2007). Professional learning communities: Elaborating new approaches. In Professional learning communities (pp. 1–13). New York: Open University Press. Werquin, P. (2010). Recognising Non-Formal and Informal Learning. (OECD, Ed.). Paris: OECD
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