This qualitative study examines the relationship between professional
group belonging and what individuals deem valuable within the creative
partnership projects they carry out together in schools. There were three
consecutive stages to the research. The first stage was the
phenomenographic analyses of interview transcripts from twenty three
teachers and twenty three creative practitioners who partnered each other
to run year long projects. The second stage was the aggregation of the
resulting forty six analytic outputs into formats permitting inter-group
comparisons to be made. This stage included three separate analyses: not
only was an individual¿s professional group belonging shown to impact on
what they deemed valuable, but partnership type, i.e. new versus
established, also had a substantive impact. The influence of school type
was examined and shown to have a lesser effect. The third stage was the
use of formal, academic theories to interrogate trends appearing in the
results: social identity theory and social representations theory, alongside
discursive psychology and readings of identity from cultural studies, were
mobilized as consecutive lens on the analytic outcomes. These theories
were found to be apposite and a deeper comprehension of creative
partnership dynamics was arrived at. This study evidences not only a
difference between what teachers and creative practitioners respectively
value, but shows how the application of theory is a valuable aid in
understanding the variations. This represents a major contribution to the
field as the use of formal academic theories does not, as yet, feature in the
discourses underpinning creative partnership work.
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/4452 |
| Date | January 2009 |
| Creators | Comerford Boyes, Louise |
| Contributors | Not named |
| Publisher | University of Bradford, School of Lifelong Education and Development |
| Source Sets | Bradford Scholars |
| Language | English |
| Detected Language | English |
| Type | Thesis, doctoral, PhD |
| Rights | <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" /></a><br />The University of Bradford theses are licenced under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Licence</a>. |
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