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Partnerships for learning : an international perspective on the development of inclusive schools

Moss, Julianne, White, Julie and Moore, Karen 2004, Partnerships for learning : an international perspective on the development of inclusive schools, in AARE 2004 : Doing the public good : positioning educational research ; Proceedings of the 2004 International Education Research conference, Australian Association for Research in Education, Coldstream, Vic., pp. 1-22.

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Title Partnerships for learning : an international perspective on the development of inclusive schools
Author(s) Moss, Julianne
White, Julie
Moore, Karen
Conference name Australian Association for Research in Education. Conference (2004 : Melbourne, Vic.)
Conference location Melbourne, Vic.
Conference dates 28 Nov.- 2 Dec. 2004
Title of proceedings AARE 2004 : Doing the public good : positioning educational research ; Proceedings of the 2004 International Education Research conference
Editor(s) Jeffrey, Peter L.
Publication date 2004
Start page 1
End page 22
Publisher Australian Association for Research in Education
Place of publication Coldstream, Vic.
Summary One of the most difficult issues faced in school university partnerships is the legitimacy of the collaborative relationship. Getting invited in as a university partner and staying on to support teacher knowledge is challenging. Through an account of a case study set in one large secondary school located in the western suburbs of Victoria, we disentangle the importance of seldom considered barriers that impact on professional learning. Shaping our understanding through a theoretical model where the movement between identity, beliefs and decision and action is identified as 'noticing' (Moss et al. 2004, Mason 2002) we describe the potential of the model in developing a 'pedagogy of hope' (hooks 2003). Noticing, working at the elusive intersections of observation and construction, permits non-linear connections. A 'pedagogy of hope' works for a sustainable learning community- a community for all students, teachers and school leaders.
Notes MOS04153 : 'Noticing' and professional learning

Reproduced with the kind permission of the copyright owner.
ISSN 1324-9339
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2004, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30034081

Document type: Conference Paper
Collections: School of Education
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