Three core ideas are at the heart of this book: relational expertise, the capacity to interpret problems with others; common knowledge, which consists of knowing what matters for professionals in other practices; and relational agency, which involves using that common knowledge to take action with others. These ideas are based in cultural-historical approaches to learning and change, and give coherence to the arguments presented. This is not a recipe book; the ideas are offered as resources for reflecting on and developing professional and research practices, and the conditions in which they occur.
Muu info
This book shows ideas from cross-professional collaborators that offer resources for professional and research practices.
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ix | |
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1 Revealing Relational Work |
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1 | (24) |
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PART I WORKING RELATIONALLY IN THE PROFESSIONS |
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2 Expertise, Learning and Agency in Partnership Practices in Services for Families with Young Children |
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25 | (18) |
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3 Learning and Deploying Relational Agency in the Negotiation of Interprofessional Hierarchies in a UK Hospital |
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43 | (15) |
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4 Relational Agency, Double Stimulation, and the Object of Activity: An Intervention Study in a Primary School |
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58 | (20) |
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5 An Analysis of the Use of Relational Expertise, Relational Agency, and Common Knowledge among Newly Appointed Principals in Chile's Public Schools |
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78 | (18) |
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6 Building and Using Common Knowledge for Developing School-Community Links |
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96 | (17) |
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7 Building Common Knowledge: Negotiating New Pedagogies in Higher Education in South Africa |
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113 | (20) |
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PART II WORKING RELATION ALLY IN NETWORKS |
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8 Networked Expertise, Relational Agency, and Collective Creativity |
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133 | (20) |
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9 Relational Agency and the Development of Tools in Service Networks |
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153 | (19) |
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10 Creating a System of Distributed Expertise: The Oxford Education Deanery Narrative |
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172 | (19) |
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11 Common Knowledge: The Missing Link in Hybrid Value Chains? |
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191 | (18) |
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12 The Relational Agency Framework as a Tool for Supporting the Establishment, Maintenance, and Development of Multidisciplinary Networks of Professionals |
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209 | (20) |
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PART III WORKING RELATIONALLY IN RESEARCH |
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13 Research as Relational Agency: Expert Ethnographers and the Cultural Force of Technologies |
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229 | (18) |
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14 When Daycare Professionals' Values for Transition to School Do Not Align with the Educational Demands from Society and School: A Practice Developing Research Project for Daycare Professionals' Support to Children's Transition to School |
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247 | (18) |
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15 Relational Approaches to Knowledge Exchange in Social Science Research |
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265 | (18) |
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16 Designing the Epistemic Architecture for Galaxy Zoo: The Case Study of Relational Expertise in Citizen Science |
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283 | (16) |
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17 Using and Refining the Relational Concepts |
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299 | (12) |
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| Index |
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311 | |
Anne Edwards writes extensively on cultural-historical theory and professional learning. After chairs at the University of Leeds and the University of Birmingham, she joined the University of Oxford Department of Education, where she co-founded the Centre for Sociocultural and Activity Theory Research. A Visiting Professor at Universitetet i Oslo, she holds honorary doctorates from the University of Helsinki and Universitetet i Oslo for her work on relational expertise. She has been President of the British Educational Research Association and editor of the British Educational Research Journal. She has also co-edited the journal Mind Culture and Activity and is a founding editor of the journal Learning, Culture and Social Interaction. She is currently researching social inclusion in Chile and South Africa.
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