Risks in Transdisciplinary Educational Research
Kathrin Otrel-Cass, Ph.D., is professor in teaching, learning and digital transformations at the University of Graz, Austria. Her research interests are often of interdisciplinary in nature with focus on digital visual anthropology and variety of qualitative, ethnographic methodologies. She works with various practitioners and experts in environments where people are working with science/technology/engineering practices or their knowledge products. Her research is often set in schools but is not exclusive to those environments. Her research interest in visual ethnography has led to the establishment of a video research laboratory in Graz with a focus on the organized analysis of video recorded data. Kathrin is a member of Network 15, partnerships in education of the European Education Research Association (EERA). Karen Laing is Co-Director of the Centre for Learning and Teaching and Senior Research Associate at Newcastle University, UK. She specialises in research about how societal structures, institutions and practices impact on vulnerable or disadvantaged children, young people, families and communities. Specific interests include: how different professionals work together to deliver services and opportunities for children (particularly involving schools); theory-based research approaches in project development and evaluation; and, participatory research methods. She has a keen interest in co-creation and the processes involved in stimulating change from research. She is an experienced researcher, having led over 40 research projects and collaborated on many more. Her work is guided by an overarching commitment to social justice and drawing on socio-cultural theory. Janet Wolf is an Assistant Professor in teacher training within the field of interdisciplinary subjects such as multicultural education, citizenship education etc. at Faculty of Education, University of Hradec Kralove, Czech Republic. Her research interests focus on second language learners and their inclusion in education. She is a member of various research groups involving experts from several countries. Janet is a member and reviewer of Network 15, partnership in education of the European Education Research Association (EERA).
Part I. Partnerships between groups who belong to formal educational institutions Chapter 1. On promises and perils: thinking about the risks and rewards of partnerships in education (Kathrin Otrel-Cass, Karen Laing and Janet Wolf) Chapter 2. School Development within Networks in a Digital World: Risky Ride or Beneficial Blessing? (Lisa Gageik, Marco Hasselku, Manuela Endberg) Chapter 3. Bhutanese partnerships between initial Teacher Training Colleges and Educational Stakeholders (Kinzang Dorji and Nandu Giri) Chapter 4. Risks and Drivers of Success in Higher Education Partnerships in Conflict Contexts: A German-Iraqi Partnership in Times of Isolation and Displacement and First Steps Towards Recovery (Heike Wendt, Felix Senger, Ankita Singh, Anwar Alfaidhi, Raeed Alnumman) Chapter 5. Cosmopolitan or locals: deconstructing the patterns of coauthorship of papers in higher education studies in Latin America (Carolina Guzmn-Valenzuela) Chapter 6. Risks in partnerships. Navigating through three unsuspected problems (Magali Hardouin) Part II. Partnerships in education and the risks emerging from relationships of difference Chapter 7. Working as co-actors, to reduce inequalities and prevent tensions in a partnership (Franoise Maria Capacchi, Isabelle Callewaert and Sylvie Strappazzon) Chapter 8. SchoolUniversity Partnership for School Development: Risks and Realities of a National Policy Initiative in Norway (Ann Elisabeth Gunnulfsen and Hilde Mads Jacobsen) Chapter 9. Student-researcher partnerships: uneven realities (Kathrin Otrel-Cass and Julia Mayr) Chapter 10. If you are my development partner, am I also yours? - A study of the risks of partnership between teacher education and school (Gila Hammer Furnes, Herner Saeverot and Glenn-Egil Torgersen) Part III. Enacting social justice in partnerships between educators and others Chapter 11. Partnership or Rivalry? Facing the Pandemic in Hungarian Education (Katalin R Forray and Tamas Kozma) Chapter 12. The perception of not-for-profit organisations on risks in partnership with Czech, Sicilian and Castilian-Leonese schools (Janet Wolf, Francesca Pedone and Raquel Casado-Muoz) Chapter 13. Partnerships between Schools and Civil Society Organizations A look at their role for the Social Integration and Schooling of Newly Immigrated Children and Youth in Germany (Christine Steiner) Part IV. Partnerships that bring together the knowledge and skills of educationalists with those of other sectors in enacting societal change that goes beyond educational systems Chapter 14. Coming to Terms with Feedback from Critical Friends: Reflections of Risks in a Swedish Regional Collaboration Project (Jeanette Sjberg, Annette Johnsson and Pernille Granklint Enochson) Chapter 15. Partnership in Education and Formative Paths for Healthcare Professionals. The Risks, the Paradoxes and the Practice of Pretext (Emanuela Guarcello) Chapter 16. Risk in healthcare collaboration: applied interdisciplinary social science in clinical settings (Lydia Wysocki and Janice McLaughlin) Chapter 17. Creating transformational change through partnership (Laing, K., Robson, S., Thomson, H. and Todd, L.) Chapter 18. Between Losing Ground and Getting Stuck? Social Movement Organisations Collective Strategising between Protest and Institutionalisation (Susanne Maria Weber and Marc-Andr Heidelmann) Index