Cooperation, collaboration and compromise: Learning through difference and diversity

Jere, Catherine, Priyadharshini, Esther, Robinson-Pant, Anna, Millora, Chris and Evren, Burcu (2021) Cooperation, collaboration and compromise: Learning through difference and diversity. Educational Action Research. ISSN 0965-0792

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Abstract

Multi-institutional and multi-professional research projects are valued for the impact and learning they generate, but their successful completion is crucially dependent on the various actors recognising their differences and working through/with them as a team. This paper is a critical reflection on one such participatory action research project, which involved new migrants and asylum seekers, an NGO, university researchers, and independent trainers in offering intercultural sexual health and gender relations workshops. It charts the course of this project by introducing the key players and focusing on significant differences and opportunities, and the critical learnings that this generated. The paper uses the concept of the ‘paradox lens’ as a way of understanding emerging dilemmas and tensions, and the subsequent compromises, co-operations and collaborations that ensued. In closing, it offers a set of principles generated from reflections on learning that occurred during the project, and which may be amended and adapted for other contexts and action research encounters that hope to engender collaborative learning.

Item Type: Article
Uncontrolled Keywords: partcipatory action research,adult education,refugees,participatory action research,diversity,intercultural learning,paradox lens,multi-organisational projects,education,sdg 16 - peace, justice and strong institutions ,/dk/atira/pure/subjectarea/asjc/3300/3304
Faculty \ School: Faculty of Social Sciences > School of International Development
Faculty of Social Sciences > School of Education and Lifelong Learning
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Depositing User: LivePure Connector
Date Deposited: 18 Aug 2021 11:39
Last Modified: 19 Mar 2022 01:18
URI: https://ueaeprints.uea.ac.uk/id/eprint/81132
DOI: 10.1080/09650792.2021.1970604

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