15 SES 12, The Notion of Partnership in Education: Crossed Looks I
Symposium, Part 1<br /> Discussant: Guy Berger
The term partnership is now thirty years but is used in education and training over the past twenty years (Zay, Gonnin-Bolo, 1995) and remains controversial (Dhume, 2003; Paniagua, 2011). Apart from the polysemy of word partnership combining recent common usage of the language, technical and ideological purposes etc. ; The diversity of application fields (economics, management, training, social, education) that mobilize the concept and the paradoxes that traverse its etymology (Merini, 1999). It is possible to mobilize the term partnership in different ways from one culture to another. As a result there have been a number of attempts to research and make sense of partnerships over the last twenty years, notably following two dimensions: synchronic and diachronic. The aim of ECER 2012 “Partnerships in Education” symposium is to explore these two dimensions.
The synchronic dimension: This dimension explores whether the concept of partnership is mobilized in similar ways between countries or/and in comparable fields of application. Using this dimension as a research lens it seeks to find out evidence that partnership improve learning, and in which way cognitive, social, emotional aspects or is a specialization in areas of intervention usually not supported by the School; unless it is a facilitation of teachers' work or a way to do economies, even even a real and strong relationship between school practices and teacher training investment parents or the community in the educational process; or finally inter institutional agreements legitimizing educational policy but which then, a facilitation of the employability of students? And so on.
The diachronic dimension can help us, from an analysis of the work of authors who worked the issue for twenty years, to establish a historical perspective of the evolution of theoretical frameworks. What are the theoretical currents mobilized to identify and understand the form of action in partnership? Where are the limits of these currents? What contributions have allowed? What do we really know of the partnership, its challenges and its effects?
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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