Recreating Relationships

Collaboration and Educational Reform

Edited by Helen Christiansen, Linda Goulet, Caroline Krentz, and Mhairi Maeers

Subjects: Curriculum
Series: SUNY series, Teacher Preparation and Development
Paperback : 9780791433041, 330 pages, February 1997
Hardcover : 9780791433034, 330 pages, February 1997

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Table of contents


D. Jean Clandinin



Part One: Departure Points

1 The Collaborative Lens: A New Look at an Old Research Study

Phyllis Kapuscinski

2 Collaboration: An Epistemological Shift

Margaret Olson

3 Metaphors of Interrelatedness: Principles of Collaboration

Helen Stewart

Part Two: Rethinking Mutuality and Negotiation

4 Rethinking Mutual Goals in School-University Collaboration

Joyce Castle

6 Negotiating Collaboration for Professional Growth: A Case of Consultation

Mary Hookey, Shelley Neal, and Zoe Donoahue

6 Practitioner and Researcher Perspectives in Teacher Research and the Construction of Knowledge

Janet Blond and Kathie Webb

7 Who's Important … Here Anyway?: Co-Constructing Research Across Cultures

Lynn McAlpine and Martha Crago

8 Learning Collaboration: Research in a First Nations Teacher Education Program

Linda Goulet and Brian Aubichon

Part Three: Communities of Reflective Practice

9 Collaboration in the Construction of Professional Knowledge: Finding Answers in Our Own Reality

Mary Beattie

10 Making Sense of Mathematics Within Collaborative Communities

Mhairi ("Vi") Maeers and Lorri Robison

11 Collaborative Conversations at the University: Creating a Pedagogical Space

Helen Christiansen and Janet Devitt

12 Creating Reciprocal Relationships in Language Arts and Science: A Collaborative Exploration of Subject Area Integration

Sandra Blenkinsop and Penelope Bailey

13 Mentoring as Collaboration: Shaping an Academic Life

Karne Kozolanka and Bert Horwood

Part Four: Collaborative Partnerships and Projects

14 School-University Research Partnership: In Search of the Essence

Susan Drake and Jan Basaraba

15 The Meaning of Collaboration: Redefining Pedagogical Relationships in Student Teaching

David Friesen

16 Between Two Worlds: University Expectations and Collaborative Research Realities

Debra Schroeder and Kathie Webb

17 The Same but Different: Classroom-Based Collaborative Research and the Work of Classrooms

Jeff Orr

18 Are We Partners Yet? From Institutional Agreement to Personal Power

Caroline Krentz and Beth Warkentin

Part Five: Looking Back and Looking Ahead

19 Making the Connections

Helen Christiansen, Linda Goulet, Caroline Krentz, and Mhairi Maeers



About the Contributors


Focuses on two major themes: the imporvement of teaching practice through collaborative research, and reflection on the process of collaboration itself to understand its role in educational change.


The efforts of collaborative inquiry and community building in education are described by exploring a multitude of collaborative experiences in educational settings. The authors reflect upon many types of collaborative experiences in ways that will ring true for readers. They challenge educators at all levels to think about the multiple meanings and implications of collaboration by telling real stories about real people involved in collaborative experiences within schools and educational institutions.

The four editors, teacher educators at the University of Regina, are involved with collaborative projects locally and internationally. Their interest in collaboration continues to grow as they participate in learning communities in their professional and personal lives.


"This book infuses the solid scholarly treatment of collaboration with all the vitality, complexity, uncertainty, and fulfillment which is experienced by those who try to work collaboratively. The different contexts of the collaborative relationships being analyzed are described in enough detail to enable the readers to imagine them and make connections to their own experiences, which provides an important backdrop for understanding the more abstract and theoretical discussions. " — Linda LaRocque, Simon Fraser University

"I like the book's use of character; real people are doing the writing and real people are found as participants. It also showed the spirit of people trying to work together in different settings—everyone is so earnest about giving a positive tone to the book. " — Michael Connelly, University of Toronto