Universities, schools and the third space

D. Frost
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Abstract

This paper explores relationships between universities and schools. It draws on the author’s firsthand experience in a long career in the higher education sector working in, and with, many different kinds of universities. It is also informed by his direct involvement in research on school-university partnerships. It considers fundamentals such as the nature of education and the core purposes of both types of institution. Issues that arise in school-university partnerships are considered and the concept of the ‘third space’ in which there can be mutuality and collaboration is explored. The paper highlights challenges to both universities and schools as they navigate partnerships. From my point of view, it is entirely reasonable for schools and teachers to be the dominant partners and for university academics to see themselves as supporters, servants and consultants.In the late 1990s, the author had been asked by the University of Cambridge Faculty of Education to work with a new partnership with schools in the country of Hertfordshire. The HertsCam Network, as it began to be called, established a Steering Committee with members who were school principals and a representative of the district authority. This worked well until the university took steps to try to impose higher fees, compulsory training in quantitative research methods and an end to experienced teachers in the MEd teaching team. The Steering Committee found this unacceptable so took decisive action and declared independence. HertsCam became a registered charity (NGO) governed by a Board of Trustees which is dominated by school principals. This enabled the network members to embrace more fully the idea of non-positional teacher leadership.
大学、学校和第三空间
本文探讨了大学与学校之间的关系。它借鉴了作者在高等教育部门的长期职业生涯中的第一手经验,并与许多不同类型的大学合作。他还直接参与了校校合作关系的研究。它考虑了诸如教育的性质和两类机构的核心目的等基本因素。考虑到学校与大学合作关系中出现的问题,并探讨了“第三空间”的概念,其中可以相互作用和合作。这份报告强调了大学和学院在处理合作关系时面临的挑战。在我看来,学校和教师成为主要的合作伙伴,大学学者将自己视为支持者、仆人和顾问是完全合理的。20世纪90年代末,剑桥大学教育学院邀请作者与赫特福德郡的学校建立一种新的伙伴关系。它开始被称为HertsCam网络,成立了一个指导委员会,其成员是学校校长和地区当局的一名代表。这种做法一直很有效,直到该大学采取措施,试图提高学费,对定量研究方法进行强制性培训,并取消医学博士教学团队中有经验的教师。指导委员会认为这是不可接受的,因此采取果断行动并宣布独立。HertsCam成为一个注册慈善机构(NGO),由学校校长主导的董事会管理。这使得网络成员更充分地接受了教师非位置领导的理念。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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