Border Crossing: Supporting factors of collaboration across sectors in one Kāhui Ako/Community of Learning
Abstract
In theory, collaboration is a key component of education in Aotearoa New Zealand. In practice, however, cross sector collaborative relationships are not so easily established or maintained, even when collaboration is ‘mandated’ through government policy. This research explores the perspectives of nine teachers from one Kāhui Ako/Community of Learning (Kāhui Ako), who discussed the successes and challenges they experienced when collaborating across sectors. With commitment to collaborative work, the research participants were able to cross the borders that exist within and extend beyond the education sectors, exploring exciting new frontiers of leadership and learning. The teachers’ experiences were analysed using a social learning theory lens, highlighting the complex nature of cross-sector collaboration. It is hoped this research will support other education communities to evaluate the effectiveness of their own collaborative endeavours.
Downloads
References
Bell, J., & Waters, S. (2018). Doing your research project: A guide for first-time researchers. (7th ed.). McGraw-Hill Education.
Bond, L., Brown, J., Hutchings, J., & Peters, S. (2019). A collaborative approach to transitions in Dannevirke. Early Childhood Folio, 23(2), 18–23. https://doi.org/10.18296/ecf.0066
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
Clark, M. (2018). Edges and Boundaries: Finding community and Innovation as an Early Childhood Educator. Early Childhood Education Journal, 47, 153–162. https://doi.org/10.1007/s10643-018-0904-z
Creswell, J. & Poth, C. (2018). Standards of validation and evaluation. In Qualitative inquiry and research design: Choosing among five approaches (4th ed.) (pp 253-286). Sage.
Education Review office - Te Tari Arotake Mātauranga. (2019). Collaboration in Practice: Insights into implementation. Education Review office - Te Tari Arotake Mātauranga. https://ero.govt.nz/our-research/collaboration-in-practice-insights-into-implementation-0
Kamp, A. (2019). Kāhui Ako and the collaborative turn in education: Emergent evidence and leadership implications. New Zealand Annual Review of Education, 24, 177–191. https://doi.org/ 10.26686/nzaroe.v24i0.6493
Ministry of Education - Te Tāhuhu o te Mātauranga [MoE]. (2018). Communities of Learning/Kāhui Ako 2017 Survey [Survey]. https://www.educationcounts.govt.nz/publications/schooling/communities-of-learning-kahui-ako-2017-survey
New Appointments National Panel. (2021). Collaborative practice across Kāhui Ako: Ten trends. Education Counts. https://www.educationcounts. govt.nz/publications/schooling/collaborative-practice-emerging-across-kahui -ako-ten-trends
Raelin, J. (2014). The ethical essence of leaderful practice. Journal of Leadership, Accountability and Ethics, 11(1), 64-72.
Rawlins, P., Carusi, T., & Ashton, K. (2014). Investing in Educational Success: An investigation of the evidence base. NZEI Te Riu Roa. http://www.nzei.org.nz/documents/SCS/IES-Massey-Research-20150210.pdf
Resnik, D. (2023). What is ethics in research and why is it important? National Institute of Environmental Health Sciences. https://www.niehs.nih.gov/niehsgeh/niehsgeh/research/resources/bioethics/whatis
Sinnema, C., Hannah, D., Finnerty, A., & Daly, A. (2021). A theory of action account of an across-school collaboration policy in practice. Journal of Educational Change, 23, 23–30. https://doi. org/10.1007/s10833-020-09408-w
Stevens, K. (2019). Supporting teacher confidence and perceived competence in relation to culturally-responsive pedagogy utilising Communities of Learning. Kairaranga, 20(2), 30–39. https://doi.org/10.54322/kairaran-ga.v20i2.318
Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating Communities of Practice. Harvard Business School Press.
Wenger-Trayner, B., & Wenger-Trayner, E. (2015). Introduction to Communities of Practice: A brief overview of the concept and its uses. http://www.wenger-trayner.com/introduction-to-communities-of-practice/
Wenger-Trayner, B., & Wenger-Trayner, E. (2021). Systems Convening: A crucial form of leadership for the 21st century. Social Learning Lab.
Wenger-Trayner, E., Wenger-Trayner, B., Reid, P., & Bruderlein, C. (2023). Communities of Practice within and across organizations: A guidebook. Social Learning Lab.
Williams, T. (2023). Crossing the border: Supporting factors of collaboration in one Kāhui Ako. [Master's thesis, Te Rito Maioha Early Childhood New Zealand]. Open Polytech Kuratini Tuwhera Library and Learning Centre. https://library.openpolytechnic.ac.nz/record=b2868028
Wilson-Mah, R., Axe, J., Childs, E., Hamilton, D., & Palahicky, S. (2021). A collaborative self-study: Reflections on convening a SoTL Community of Practice. International Journal for the Scholarship of Teaching and Learning, 16(2). https://doi.org/10.20429/ijsotl.2022.160204
Wylie, C. (2016). Communities of Learning / Kāhui Ako: The emergent stage. Findings from the NZCER national survey of primary and intermediate schools 2016. New Zealand Council for Educational Research - Rangahau Mātauranga o Aotearoa.
Copyright (c) 2024 New Zealand Journal of Teachers' Work
This work is licensed under a Creative Commons Attribution 4.0 International License.