School-University Partnerships on the Edge of Possibility: Expansive Learning and Practice Transformation Across Australia, Nepal, and Bhutan

Hopwood, N; Pressick-Kilborn, K; Pant, BP; Dhungana, P; Shrestha, D; Shahi, R; Sonam Dorji, W; Wangchuk, TK; Wangchuk, T; Zangmo, T; Choden, S

School-University Partnerships on the Edge of Possibility: Expansive Learning and Practice Transformation Across Australia, Nepal, and Bhutan

Hopwood, N

Pressick-Kilborn, K

Pant, BP Dhungana, P Shrestha, D Shahi, R Sonam Dorji, W Wangchuk, TK Wangchuk, T Zangmo, T Choden, S

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Publisher:: Springer Nature
Publication Type:: Chapter
Citation:: Creating, Sustaining, and Enhancing Purposeful School-University Partnerships: Building Connections Across Diverse Educational Systems, 2024, pp. 181-201
Issue Date:: 2024-01-01

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Field	Value	Language
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834
dc.contributor.author	Pressick-Kilborn, K https://orcid.org/0000-0003-1662-7038
dc.contributor.author	Pant, BP
dc.contributor.author	Dhungana, P
dc.contributor.author	Shrestha, D
dc.contributor.author	Shahi, R
dc.contributor.author	Sonam Dorji, W
dc.contributor.author	Wangchuk, TK
dc.contributor.author	Wangchuk, T
dc.contributor.author	Zangmo, T
dc.contributor.author	Choden, S
dc.date.accessioned	2024-12-19T00:41:09Z
dc.date.available	2024-12-19T00:41:09Z
dc.date.issued	2024-01-01
dc.identifier.citation	Creating, Sustaining, and Enhancing Purposeful School-University Partnerships: Building Connections Across Diverse Educational Systems, 2024, pp. 181-201
dc.identifier.isbn	9789819988372
dc.identifier.uri	http://hdl.handle.net/10453/182697
dc.description.abstract	In this chapter, we analyse the life-cycle of international partnerships between an Australian university and universities and schools in Nepal and Bhutan. The collaboration placed the Australian university hosts in a distinctive role with special responsibilities of providing stimuli, engaging teachers and teacher educators in joint processes of working through contradictions, developing new ideas for practice, and supporting their embedding in institutional practices. Participants included researchers, teacher educators, in-service teachers, pre-service teachers, and school students. The partnerships produced lasting positive changes that broke away from existing practices in ways that were often deemed unviable. Using Cultural-Historical Activity Theory (CHAT), we explore partnerships as a process of jointly creating new knowledge and artefacts that make new practices possible. Conflicts of motives were crucial-not between different partners, but between motives to enact engaging, inclusive pedagogies, and seemingly opposed motives to cover curriculum content. Participants were able to resolve this dilemma, develop models for new practices, and then implement these. The chapter highlights the expansive nature of the learning that can take place through school-university partnerships, offering wider lessons for those seeking to create school-university partnerships to transgress the status quo and realise what was previously considered impossible.
dc.language	en
dc.publisher	Springer Nature
dc.relation.ispartof	Creating, Sustaining, and Enhancing Purposeful School-University Partnerships: Building Connections Across Diverse Educational Systems
dc.relation.isbasedon	10.1007/978-981-99-8838-9_10
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.title	School-University Partnerships on the Edge of Possibility: Expansive Learning and Practice Transformation Across Australia, Nepal, and Bhutan
dc.type	Chapter
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies and Education
pubs.organisational-group	University of Technology Sydney/UTS Groups
pubs.organisational-group	University of Technology Sydney/UTS Groups/Centre for Research on Education in a Digital Society (CREDS)
pubs.organisational-group	University of Technology Sydney/UTS Groups/Centre for Research on Education in a Digital Society (CREDS)/Centre for Research on Education in a Digital Society (CREDS) Associate Members
utslib.copyright.status	in_progress	*
dc.date.updated	2024-12-19T00:41:08Z
pubs.publication-status	Published

Abstract:

In this chapter, we analyse the life-cycle of international partnerships between an Australian university and universities and schools in Nepal and Bhutan. The collaboration placed the Australian university hosts in a distinctive role with special responsibilities of providing stimuli, engaging teachers and teacher educators in joint processes of working through contradictions, developing new ideas for practice, and supporting their embedding in institutional practices. Participants included researchers, teacher educators, in-service teachers, pre-service teachers, and school students. The partnerships produced lasting positive changes that broke away from existing practices in ways that were often deemed unviable. Using Cultural-Historical Activity Theory (CHAT), we explore partnerships as a process of jointly creating new knowledge and artefacts that make new practices possible. Conflicts of motives were crucial-not between different partners, but between motives to enact engaging, inclusive pedagogies, and seemingly opposed motives to cover curriculum content. Participants were able to resolve this dilemma, develop models for new practices, and then implement these. The chapter highlights the expansive nature of the learning that can take place through school-university partnerships, offering wider lessons for those seeking to create school-university partnerships to transgress the status quo and realise what was previously considered impossible.

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http://hdl.handle.net/10453/182697