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      'Students don't always tell teachers the truth very often, do they?' Reflections on the implications when teachers and students collaborate to investigate teaching practice

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            Abstract

            Informed by Martin Buber's notions of I-It and I-Thou relationships, this paper examines the problematic and contested issues of emancipation and empowerment in schooling. Specifically, it explores what happens when teachers and students collaborate when observing lessons and commenting on teaching practice in the imagined space of the self-improving school system. Within this space, it examines the challenges and complexities of establishing I-Thou teacher-student relationships, and the potential for creative dissonance in such situations. Finally, it explores the idea that the self-improving school could become a place where teachers and students create a space for mutual dialogue about collaborative research in the classroom – in other words, a place where classroom practice is democratically 'top-down' teacher-led and 'bottom-up' student-informed.

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            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            28 November 2016
            : 14
            : 3
            : 54-64
            Article
            1474-8460(20161128)14:3L.54;1- s5.phd /ioep/clre/2016/00000014/00000003/art00005
            10.18546/LRE.14.3.05
            d5ebd199-89a5-450b-8333-32ae039b999b
            Copyright @ 2016
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            PRACTITIONER RESEARCH,TEACHER–STUDENT RELATIONSHIPS,SELF-IMPROVING SCHOOL SYSTEMS,MARTIN BUBER

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