Collaborative Meaning-Making and Dialogic Interactions in Critical Friends as Co-Authors

Autor/inn/en	Olan, Elsie L.; Edge, Christi
Titel	Collaborative Meaning-Making and Dialogic Interactions in Critical Friends as Co-Authors
Quelle	In: Studying Teacher Education, 15 (2019) 1, S.31-43 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Edge, Christi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2019.1580011
Schlagwörter	Friendship; Authors; Cooperation; Collegiality; Teacher Researchers; Teacher Collaboration; Interpersonal Relationship; Self Evaluation (Individuals); Personal Narratives; Doctoral Dissertations; Cooperative Learning; Transformative Learning; Dialogs (Language) + Suchen Sie Ihr Suchwort? Freundschaft; Author; Autor; Autorin; Co-operation; Kooperation; Kollegialität; Lehrerforschung; Lehrerkooperation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Erlebniserzählung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Kooperatives Lernen; Pädagogische Transformation; Dialog; Dialogs; Dialogue; Dialogues
Abstract	From this year-long study, we offer new perspectives for being and becoming critical friends as co-authors. Informed by the Transactional Theory of Reading, a narrative view of experience and feminist communication theory, we positioned ourselves as collaborative, active meaning makers who could read and make meaning from our lived experiences and who could disrupt and problematize our narrative lives as teacher researchers. Through use of a collaborative conference protocol, we discovered what it means to be and to become critical friends who can co-author narrative understanding of self in the study. We have revisited the concept of critical friendship by repositioning our coauthoring as not just a resource for the completion of a better end product, but also as a way of being and knowing that enables an individual to revisit, reignite, disrupt, problematize and challenge one's past and present storied lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01