Book contents
- Working Relationally In and Across Practices
- Working Relationally in and across Practices
- Copyright page
- Contents
- Notes on Contributors
- 1 Revealing Relational Work
- Part One Working Relationally in the Professions
- 2 Expertise, Learning and Agency in Partnership Practices in Services for Families with Young Children
- 3 Learning and Deploying Relational Agency in the Negotiation of Interprofessional Hierarchies in a UK Hospital
- 4 Relational Agency, Double Stimulation, and the Object of Activity: An Intervention Study in a Primary School
- 5 An Analysis of the Use of Relational Expertise, Relational Agency, and Common Knowledge among Newly Appointed Principals in Chile’s Public Schools
- 6 Building and Using Common Knowledge for Developing School–Community Links
- 7 Building Common Knowledge: Negotiating New Pedagogies in Higher Education in South Africa
- Part Two Working Relationally in Networks
- Part Three Working Relationally in Research
- Epilogue
- Index
- References
6 - Building and Using Common Knowledge for Developing School–Community Links
from Part One - Working Relationally in the Professions
Published online by Cambridge University Press: 28 March 2017
Edited by
Book contents
- Working Relationally In and Across Practices
- Working Relationally in and across Practices
- Copyright page
- Contents
- Notes on Contributors
- 1 Revealing Relational Work
- Part One Working Relationally in the Professions
- 2 Expertise, Learning and Agency in Partnership Practices in Services for Families with Young Children
- 3 Learning and Deploying Relational Agency in the Negotiation of Interprofessional Hierarchies in a UK Hospital
- 4 Relational Agency, Double Stimulation, and the Object of Activity: An Intervention Study in a Primary School
- 5 An Analysis of the Use of Relational Expertise, Relational Agency, and Common Knowledge among Newly Appointed Principals in Chile’s Public Schools
- 6 Building and Using Common Knowledge for Developing School–Community Links
- 7 Building Common Knowledge: Negotiating New Pedagogies in Higher Education in South Africa
- Part Two Working Relationally in Networks
- Part Three Working Relationally in Research
- Epilogue
- Index
- References
- Type
- Chapter
- Information
- Working Relationally in and across PracticesA Cultural-Historical Approach to Collaboration, pp. 96 - 112Publisher: Cambridge University PressPrint publication year: 2017
References
Brandom, R. (1994). Making It Explicit: Reasoning, Representing, and Discursive Commitment. Cambridge, MA: Harvard University Press.Google Scholar
Brandom, R. (1995). Knowledge and the social articulation of the space of reasons. Philosophy and Phenomenological Research, 55, 895–908.Google Scholar
Brandom, R. (1999). Interviewed by Carlo Penco. Epistemologia, XXII, 143–150. Available online at filosofia.dafist.unige.it/epi/hp/penco/pub/brandom_inter.pdfGoogle Scholar
Brandom, R. (2009). Reason in Philosophy: Animating Ideas. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Bruner, J. S. (1996). The Culture of Education. Cambridge MA: Harvard University Press.CrossRefGoogle Scholar
Cole, M. (1996). Cultural Psychology: A Once and Future Discipline. Cambridge MA: Harvard University Press.Google Scholar
Derry, J. (2008). Abstract rationality in education: from Vygotsky to Brandom. Studies in the Philosophy of Education, 27, 49–62.Google Scholar
Derry, J. (2013). Can inferentialism contribute to social epistemology? Journal of the Philosophy of Education, 47(2), 222–235.Google Scholar
Edwards, A. (2004). Understanding context, understanding practice in early education. European Early Childhood Education Research Journal, 12(1), 85–102.Google Scholar
Edwards, A. (2010). Being an Expert Professional Practitioner: The Relational Turn in Expertise. Dordrecht, Netherlands: Springer.CrossRefGoogle Scholar
Edwards, A. (2011). Building common knowledge at boundaries between professional practices. International Journal of Educational Research, 50(1), 33–39.CrossRefGoogle Scholar
Edwards, A. (2012). The role of common knowledge in achieving collaboration across practices. Learning, Culture and Social Interaction, 1(1), 22–32.Google Scholar
Edwards, A. (2014). Designing tasks which engage learners with knowledge. In Thompson, I. (Ed.), Task Design, Subject Pedagogy and Student Engagement (pp. 13–27). London: Routledge.Google Scholar
Engeström, Y. (2007). Enriching the theory of expansive learning: lessons from journeys toward coconfiguration. Mind, Culture and Activity, 14(1–2), 23–39.CrossRefGoogle Scholar
Fleer, M. (2006). The cultural construction of child development: creating institutional and cultural intersubjectivity. International Journal of Early Years Education, 14(2), 127–140.CrossRefGoogle Scholar
Hedegaard, M. (2008). Developing a dialectic approach to researching children’s development. In Hedegaard, M. & Fleer, M. (2008) (Eds.), Studying Children: A Cultural-Historical Approach (pp. 30–45). London: Open University Press.Google Scholar
Hedegaard, M. (2009). Child development from a cultural–historical approach: children’s activity in everyday local settings as foundation for their development. Mind, Culture and Activity, 16, 64–81.CrossRefGoogle Scholar
Hedegaard, M. (2012). The dynamic aspects in children’s learning and development. In Hedegaard, M.., Edwards, A. & Fleer, M., (Eds.). Motives in Children’s Development: Cultural-Historical Approaches (pp. 9–27). Cambridge, UK: Cambridge University Press.Google Scholar
Hedegaard, M. & Chaiklin, S. (2005). Radical-Local Teaching and Learning. Aarhus, Denmark: Aarhus University Press.Google Scholar
Moll, L. C. (2005). Reflections and possibilities. In Gonzalez, N., Moll, L. C. & Amanti, C. (Eds.), Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. London: Lawrence Erlbaum.Google Scholar
Moll, L. C. & Greenberg, J. B. (1990). Creating zones of possibilities: combining social contexts for instruction. In Moll, L. C. (Ed.), Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology (pp. 319–348). New York: Cambridge University Press.Google Scholar
Pippin, R. (2000). Liberation and the liberal arts: the aims of education. University of Chicago Record, 35(1), 163–183.Google Scholar
Sellars, W. (1956). Empiricism and the philosophy of mind. In Feigl, H. & Scriven, M. (Eds.), Minnesota Studies in the Philosophy of Science 1 (pp. 253–329). Minneapolis: University of Minnesota Press,Google Scholar
Tindale, C.W.(2011). Out of the space of reasons: argumentation, agents, and persons. Pragmatics & Cognition. 19(3), 383–398.Google Scholar
- 1
- Cited by