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"Boyask, Ruth"
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A Sidetrack to Autoethnography. Enriching a Reading Research Collective
As a group of academics working for the first time together on a collective project on children and young people's reading engagement, we discovered the value of reflexive conversations on the nature of our individual roles as literacy educators and our roles as collaborative researchers. As the project progressed, we developed this paper from conversations that drifted into self-reflection on our own experiences as readers, teachers and researchers. Rather than viewing these conversations as digression, we decided to embrace wholeheartedly the possibility that they would enrich our research and progress our goals as a group. This was an opportunity to pause and venture into a less familiar research arena. In the process, as individuals, we revealed more of ourselves as collaborative researchers interacting in this new space which enriched our collective undertaking as well as our individual projects within different reading communities.
Journal Article
What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education?
The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? There was consensus across the group that school autonomy reform creates further inequities at school and system levels when driven by the logics of marketisation, competition, economic efficiency and public accountability. Against the backdrop of these themes, the conference generated discussion and debate where provocations and points of agreement and disagreement about issues of social justice and the mobilisation of school autonomy reform were raised. As an important output of this discussion, we asked participants to write a short response to the guiding conference question. The following are these responses which range from philosophical considerations, systems and governance perspectives, national particularities and teacher and principal perspectives.
Journal Article
Research-capacity building, professional learning and the social practices of educational research
There have been numerous attempts in the past few years within education research—and social science research more generally—to alter the character of research practice(s). In particular, there has been a systematic effort to address perceived shortcomings in research practice through a series of 'research-capacity building' initiatives, aimed at the restructuring of professional learning. In this article the authors explore empirically the ways in which different modes of professional learning are implicated in the social practices of education research. These considerations lead to the conclusion that the currently dominant approaches to research-capacity building are based on an underestimation of the difficulties in influencing the professional learning of educational researchers significantly and, thereby, changing the practices of educational research. More realistic expectations of these forms of research-capacity building, in turn, suggest the need to develop alternative approaches that acknowledge the exigencies of the current social organisation of educational research more fully.
Journal Article
Radical reforms: perspectives on an era of educational change
Boyask reviews Radical reforms: perspectives on an era of educational change edited by Christopher Chapman and Helen Gunter.
Book Review