Reflecting on risk in partnerships in education
In this call, we ask for submissions that reflect on risks in partnerships in education. This could include themes concerning initial teacher education and professional development, or public-private partnerships in education, or partnerships in school settings. We welcome any submissions that explore theoretical, methodological or practical aspects to do with questions of partnerships. Submissions may consider questions to do with ethos and values in educational partnership; management of commitments; vulnerabilities and negotiations when being explorative; and the management of power relationships.
The term ‘partnership’ is frequently used in different social scientific areas including also in education. However, the use of this term can cover very different realities and the everyday meaning of the word can be easily assumed to mean something inherently good, safe and risk-free. However, social inequality and vulnerabilities may be perpetuated due to the differences that exist between different communities that come together through partnership arrangements. Is not schooling synonymous for an enforced teacher-student partnership arrangement? For example, Bourdieu and Passeron (1964) famously discussed how the institution ‘school’ becomes a reproducing force of social and cultural inequalities. We therefore invite in this special call contributions that elaborate on the notion of risks in partnerships in education. When we speak of partnerships we would like to expand the term to collaborations or networks, yet we ask our contributors to clearly define what is meant. Consider that partnerships that carry risk may become so when institutional partners fail to take care of their responsibilities “with the degree of rigor necessary to merit societal trust” (Freudenburg 1993, p. 909). Contributions are invited that critically examine partnerships for instance when they capitalize on the expertise, input or simple presence of the other for a particular purpose. What, for example signifies the home-school partnerships? What kind of risks present themselves through the triadic partner relationship between parents, teachers and students? How value free or laden are for instance the funded research relationships between different educational partners and can the longing of researchers to be non‐oppressive truly lead to open and honest approaches with their research participants?
We invite contributions that contribute to the topic of risk in partnerships in education that may be found in initial teacher education and professional development, or public-private partnerships in education, or partnerships in school settings. We welcome submissions that explore theoretical, methodological or practical aspects to do with questions of risk in partnerships in education. Submissions may consider questions to do with ethos and values of educational partners; management of commitments; vulnerabilities and negotiations when being explorative; and/or the management of power relationships.
Bourdieu, P., & Passeron, J. C. (1964). Les Héritiers. Les étudiants et leurs études. Paris: Ed. de Minuit.
Freudenburg, W. R. (1993). Risk and recreancy: Weber, the division of labor, and the rationality of risk perceptions. Social forces, 71(4), 909-932.