Dynamics of becoming in intercultural and interprofessional educational collaboration configurations
2016 (English)Conference paper, Presentation (Refereed)
The seminal work of Engestrom (1987) has given rise to a vast body of literature looking at how tensions and dilemmas can generate creativity and ultimately lead to so-called expansive learning. Expansive learning can typically take place when different value systems come in contact, since members of the concerned communities of practice are then exposed to conflicting norms by which to evaluate and direct their work. This type of situation is common in cases of collaboration within or across professional groups. In her theorisation of intercultural school development, Lahdenperä (2008) further argues that it is productive to creat a climate of trust where differences can be explicitly discussed rather than avoided.
Nevertheless, in practice the benefits of conflicting input on work processes are not always obvious in the context of educational collaboration. The paper will present a reflection on the elements that may obstruct or facilitate expansive learning in collaboration, based on two case studies of intercultural educational work: a study of a library network and a study of study support for newly arrived students. It will be argued that alongside power relationships, specifics in the configuration of the collaborative arrangement can determine the outcome.
Place, publisher, year, edition, pages
activity theory, expansive learning, collaboration, communities of practice, conflicting norms, intercultural organisational development
IdentifiersURN: urn:nbn:se:hj:diva-34581OAI: oai:DiVA.org:hj-34581DiVA: diva2:1059976
ISCAR: 7th Nordic Conference on Cultural and Activity Research, Elsinore, Denmark, June 16-18