This paper details researcher collaboration with Lotta, a mathematics teacher at a Grade 4-6 school. This began with a six month study during which I observed Lotta's classroom teaching at Grade six. My pursuit of narrative perspectives in this study, created room for intersubjectivity and endeared Lotta and me to collaborate thereafter. Lotta's application for project funding from national school authorities, then paved way for researcher intervention in Lotta's teaching, at her now Grade four. Our conceiving teaching-learning in Vygotskian terms allowed for two kinds of interventions. Talk based interventions geared towards correlating mathematics and communication as part of Lotta's project and specific interventions relating to say mathematical problem posing and students' use of the mathematical = sign. In Lotta next being employed by national school authorities themselves, our collaboration shifted to reflecting and reporting on our interventions by means of co-authorship. The trajectory from participant observation to co-authorship in our collaboration thus corresponds to my reference to Lotta as Lea in my first study, to her theorising and facing up to public scrutiny as herself. Lotta is since Rektor of a school at which we intend to widen our collaboration.
While recognising agentive understanding as teacher and researcher to be a result of intervening in Lotta's instructional practice, it is purpose, goals and outcomes of teacher-researcher collaboration that is of interest. With its transformative manner as backdrop and in line with writings led by Anna Stetsenko I examine three specific aspects. First, in what way did our collaboration qualify as leading activity, enabling research to capture our selves as evolving in our interventions. Second, how did our actions exemplify a transformative activist stance that promoted human knowing and becoming, rooted in the ideals of social justice. Finally, how did our attempts at collaborative purposeful transformation stem out of social practice, through social practice and for social practice we set out to change. In line with a practical-theoretical endeavor, such analysis sheds light on a transformatory vision of human development in terms of a dialectical, non-reductionist, non-dualist, non-additive relational ontology as played out in our case of teacher-researcher collaboration.
2014. 18-18 p.
International Society of Cultural and Activity Research International Conference (ISCAR2014) Inventing the future