Professors in Residence: Agents of Constructive Dissonance

• In Event: Building Quality School-University Partnerships

Abstract

This paper utilizes autoethnography in a self study by four professors in residence (PiRs), full-time university faculty working with teachers in urban schools that serve children of poverty and children of color. As practitioner researchers, these PiRs are agents of “constructive disruption;” they achieve an impact by introducing dissonance into the university and school systems - dissonance that disrupts the status quo but leads to positive outcomes. This study reflects research that is self-initiated, focused, qualitative, and reflexive. The authors use their experiences and observations to analyze and understand the social and political contexts of schools and the university. Using personal journals, emails, documents, and meeting transcripts they analyze the transformative impact of this work both for universities and schools.

Authors

• Sylvia Boynton, University of Florida

• Magdi Castaneda, University of Florida

• Raquel Rosa Diaz, University of Florida

• Vicki A. Vescio, University of Florida