Practitioners Initiated Workplace-Based Conjoint Collaboration Within An Adult Education Institution Towards Democratic Schooling: A Distributed Leadership Perspectice | Faculty Open Information System

Practitioners Initiated Workplace-Based Conjoint Collaboration Within An Adult Education Institution Towards Democratic Schooling: A Distributed Leadership Perspectice

in International Symposium (oral presentation paper), 國際研討會(全文口頭發表)
標題Practitioners Initiated Workplace-Based Conjoint Collaboration Within An Adult Education Institution Towards Democratic Schooling: A Distributed Leadership Perspectice
出版類型國際研討會(全文口頭發表)
出版年度2014
AuthorsShen-Tzay Huang, 黃申在
出版日期Apr 3 2014 12:0
會議地點Nagoya
其他編號0000
中文摘要

This paper examines an account of a practitioners-initiated transformation of workplace-based social relationship, a tripartite students-staff-teacher relationship, within a grassroots adult education institution. This tripartite relationship between adults, abbreviated as AST relationship, is a major driving force for activities and missionary functioning of this grassroots adult education institution, XinZhuang Community University (XZ-CU), and thus constitutes as an indication of conjoint collaboration and a stepping stone toward democratic schooling within and beyond. Grafted from the historical context and development stage of the AST, the initiative and the intervention focused on redefining the AST tripartite relationship which, from a distributed leadership perspective, represents a democratic core and alternative to school leadership that would render new opportunity to create "democratic structures and processes" what Democratic School is concerned. This work has led the development into the conception and practice of joint educational experiment with elementary schools and the XZ-CU.
The objectives of this research (as professional engagement) as of current preliminary stage, are two-fold: First, to outline the major observables along the process timeline of this engagement, including reviews of facilitating the evolution of the tripartite AST relationship in XZ-CU in past three years. Second, with the help of Cultural Historical Activity Theory (CHAT) and its variant as the theoretical lens for framing and understanding the phenomena, we then identify the critical contradictions and concerted efforts in different stages of AST relationship transformation, along with outcomes emerged and artifacts employed, as well as further impacts on school reform on structures and processes.

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