14 SES 16 A, Collaboration and Networks in Education – Promoting Educational Participation and Benefits through Coordinated Action
In Germany, ten years of research and practice on Local Educational Networks revealed a gap between their aims and their realization in practice (Duveneck et al. 2019). Still, in Germany, around 80% of municipalities implemented structures for Local Educational Management. Analyses have traced their selective implementation back to the impact of wider social contexts and structural conditions (e.g. Emmerich 2017; Schmachtel 2017; Duveneck 2016). They point to the need to take the “underlying processes which shape outcomes in their target areas” (Kerr & Dyson 2017: 5) into consideration. However, “what is much less well understood is how, precisely, that contribution might be realized in practice “(ibid: 17). The question arises to what extent local impacts are possible and how they could be fostered by municipalities. Against this background the paper presents a pilot of a CPD approach based on Edwards (2009) notion of “relational agency” and discusses the potentials and pitfalls of this approach for fostering further developments in area-based educational networks. The pilot has been co-developed and carried out collaboratively between researchers and practitioners in September 2019 in Duisburg, Germany. Its approach operationalized the idea of relational agency into a reverse problem-centred role-play: actors from schools, youth work, administration and local educational offices took over a different professional role to theirs and engaged in a role-play in which they had to collaboratively work on a typical problem of area-based networking. These problems have been derived from previous model projects and focused on the general task to develop a more youth-centred educational landscape. Afterward the role-play, actors engaged into collaborative reflection on their experiences of swapping the professional perspectives. Assumptions were reflected, elaborated and the relevance of knowledge for collaboration was discussed. The approach aims to highlight the need for a more active fostering of interagency learning as a fundamental, but neglected precondition of area-based educational. Evaluations showed that many conflicts arose from a lack of knowledge on other professions. Edwards (2009) found that relational agency in multiprofessional networks requires a common knowledge base, it makes implicit assumptions on other professions explicit and by that strengthens the relational agency again. Hence, the pilot‘s approach bears important potentials for fostering collaboration across educational institutions and levels. However it also brings pitfalls with it, one of it being the repetition of the very same „collaboration mantra“ in area-based networks which might be seen as part of the problem rather than as solution.
Dirks, S., Kessl, F., Lippelt, M., & Wienand, C. (2016). Urbane Raum(re)produktion - Soziale Arbeit macht Stadt. Münster: Westfälisches Dampfboot. Duveneck, A. (2019). Literature Review „What do we know on Area-Based Reform in Germany“. Unveröffentlichte Expertise für das Projekt „What makes area based reform effective“ der Bosch-Stiftung. Duveneck, A. (2016). Bildungslandschaften verstehen. Zum Einfluss von Wettbewerbsbedingungen auf die Praxis. Weinheim u.a.: Beltz Juventa. Edwards, A. (2009). Relational agency in collaborations for the wellbeing of children and young people. Journal for Children's Services, 4(1), 33–43. Emmerich, M. (2017). Semantiken regionaler Bildungssteuerung. In T. Olk & S. Schmachtel (Eds.), Educational Governance in kommunalen Bildungslandschaften: Empirische Befunde und kritische Reflexionen (pp. 78–99). Weinheim, Basel: Beltz Juventa. Kerr, K., & Dyson, A. (2017). Area-based responses to educational disadvantage. In Oxford Research Encyclopedia of Education . Schmachtel, S. (2017). Bildungslandschaften als Managementproblem? In T. Olk & S. Schmachtel (Eds.), Educational Governance in kommunalen Bildungslandschaften: Empirische Befunde und kritische Reflexionen (pp. 176–203). Weinheim, Basel: Beltz Juventa. Stolz, H.-J. (2010). Lokale Bildungslandschaften in Kooperation von Ganztagsschule und Jugendhilfe. Ausgewählte Ergebnisse. In: Christian Nerowski und Ursula Weier (Hg.): Ganztagsschule organisieren - ganztags Unterricht gestalten. Bamberg: Univ. of Bamberg Press (Forum Erziehungswissenschaft und Bildungspraxis, 2), S. 121–134.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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