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Conceptualising, conducting and disseminating research for the 'public'

Short, Trisch, Gholam, Mohammad, Goos, Merrilyn and Kostogriz, Alex 2004, Conceptualising, conducting and disseminating research for the 'public', in AARE 2004 : Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings, AARE, Melbourne, Vic., pp. 1-9.

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Title Conceptualising, conducting and disseminating research for the 'public'
Author(s) Short, Trisch
Gholam, Mohammad
Goos, Merrilyn
Kostogriz, Alex
Conference name Australian Association for Research in Education Conference (2004 : Melbourne, Vic.)
Conference location Melbourne, Victoria
Conference dates 28 November - 2 December 2004
Title of proceedings AARE 2004 : Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings
Publication date 2004
Start page 1
End page 9
Publisher AARE
Place of publication Melbourne, Vic.
Summary Drawing upon one research project Home-School-Community Partnerships for Enhancing Children's Numeracy Development we examine, critically, some problems entailed in the processes of conceptualizing the subjects and objects of inquiry, conducting field work with subjects (as knowing agents) and interpreting and disseminating the knowledge gained. Addressing these issues, in practice, has entailed some necessary consideration of fundamental tensions centred around the professional power-knowledge of teachers and a dominant cultural discourse that situates numeracy learning in the school.

A theoretical model (based upon Engeström's Activity Theory) was used to specify and analyse various types of partnerships within a network of mutually interconnected activities to support children's learning (Bloome et al., 2000; Engeström, 1999). By decentering the school, within this model, we have been led to a closer analysis of the concept of 'partnership' and of the social construction of parental and community involvement in children's numeracy development. One of the most problematic aspects of partnerships evident in our research is the way in which the term 'numeracy' is understood by different stakeholders. Awareness of this has shaped the conduct and dissemination of our research and ultimately enabled us to identify critical issues for further inquiry.
Notes Reproduced with permission of the copyright owner.
ISSN 1324-9339
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2004, The authors
Persistent URL http://hdl.handle.net/10536/DRO/DU:30024287

Document type: Conference Paper
Collections: School of Education
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