Negotiating Partnerships: How Power and Authority Influence the Potential of Co-Design

• In Event: 25.076 - WITHDRAWN: Collaborative Research on School University and Community Partnerships

Abstract

In this qualitative study, we explored partnerships with four high schools that were established to support localized enactment of a year-long PBL course. We sought to understand the ways the four partnerships were negotiated and re-negotiated, as well as to surface the key drivers that facilitated or limited the potential for productive partnerships. Results suggest that productive partnerships require teachers to be positioned as key members in the negotiation process, who feel they have agency in adapting and enacting curriculum. When teachers are not respected as professionals, it is difficult to agree on the focus of shared work. Results also suggest that one component to productive partnerships is a willingness from all partners to re-negotiate goals and collaborative processes.

Authors

• Ashley Seidel Potvin, University of Colorado - Boulder

• Alison Gould Boardman, University of Colorado - Boulder

• Karla Scornavacco, University of Colorado - Boulder