Broad-based collaborations in education: strategic coalitions for constructing knowledge about the local conditions of schooling
نویسنده
چکیده
Introduction Schooling continues to shortchange those students who need it most. Along with other most basic needs, opportunities to develop intellectual and social capitals at school elude vast numbers of young people around the globe. Where schools exist, they maintain an essentially modernist and universal form in a sea of shifting economic, political and social formations. Whilst this form produces educational discourses that are relatively stable and predictable, it also attests to the ability of schools to resist change. This paper discusses a recent attempt to disrupt some of the undesirable and persistent outcomes of schooling discourses for students from low income communities through an interagency collaboration in Sydney known as the Granville District Collaboration (GDC). Collaborations in education, such as various types of school-university partnerships and school-community partnerships, are not new and their tendency to be time consuming, complex and fragile is documented (see for example Yeatman and Sachs, 1995). In this paper, I focus on the potential of particular types of collaborations in education to build strategic coalitions for the purpose of disrupting the certainty with which schools deliver differential and inequitable outcomes for particular groups of students. I suggest that this purpose may be achieved through strategic coalitions aimed at producing knowledge about the local conditions of schooling.
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