Education Theory

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By Anne Dipardo

This article bargains pix of 4 collaborations between lecturers, tracing complicated connections throughout institution tradition, pedagogic innovation and lecturers' lived adventure. It discusses the calls for of the general public university office and the demanding situations and advantages of collaboration.

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Additional resources for Teaching in Common: Challenges to Joint Work in Classrooms and Schools (Series on School Reform)

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Here, collaboration is more than just comforting or nice: There's gotta be a united front with our kids. So many of them know how to play the gamesso many of them invented the games. You can't help them unless you hold them accountable, and you can't hold them accountable unless you work together on it. If you approached this job from the standpoint of I will decide what is best, I will run the show, I will do this, I will do that, you'd die here. You'd just die, because the powers that you're facing are so huge, so numerous, and so far-reaching, you can't possibly be a strong enough person to come up against everything that all of these kids face every day.

On the one hand, Max is a tough customer who calls himself the school's ''enforcer," but he is also a guy who hesitates to censor perspectives of any kind, even if it means being playfully caricatured as some malevolent version of himself. Max's openness and lack of cynicism make him seem somehow younger than his years, and even when afire with anger, he comes across as deeply peaceable. This fall marks his 15th year at the SDLC, a record among the current staff, but Max is doing more than holding on: He is a vital, energetic force Page 18 here, a resilient veteran who gives liberally, cares deeply, and knows how to maintain sanity.

These portraits are slices frozen in time, documenting individuals and institutions wrangling with various kinds of change. Readers may recog- Page 8 nize something of their own stories here, and help, perhaps, in articulating issues, arguments, and questions. This is what qualitative researchers call "user" or "reader" generalizabilty (Merriam, 1988; Walker, 1980)that is, to provide others an opportunity to "generalize personally to their own situations" (McCutcheon, 1981), to use these "images of the possible" (Shuman, 1986, p.

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