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dc.contributor.authorBillett, Stephenen_US
dc.contributor.authorOvens, Carolynen_US
dc.contributor.authorClemans, Allieen_US
dc.contributor.authorSeddon, Terrien_US
dc.contributor.editorStephen Ball and Ivor Goodsonen_US
dc.date.accessioned2017-04-24T09:09:38Z
dc.date.available2017-04-24T09:09:38Z
dc.date.issued2007en_US
dc.date.modified2009-05-08T08:58:33Z
dc.identifier.issn02680939en_US
dc.identifier.doi10.1080/02680930701625288en_AU
dc.identifier.urihttp://hdl.handle.net/10072/18867
dc.description.abstractDespite a lack of applied research, social partnerships are increasingly being adopted by both government and non-government agencies to meet localised needs in education and other fields. This paper discusses the findings of an investigation of how social partnerships can best be formed, developed and sustained over time. Earlier work identified partnerships arising from community concerns, governmental enactment and negotiation between community and government agencies. However, across these distinct kinds of social partnerships, the partnership work that was central to their operation was particularly relevant. In the study reported here, researchers engaged with 10 longstanding social partnerships to elicit, synthesise and verify the principles and practices underpinning their work. The principles and practices that are proposed as most likely to assist the effective formation, development and transformation of social partnerships over time comprise building and maintaining: (i) shared goals; (ii) relations with partners; (iii) capacity for partnership work; (iv) governance and leadership; and (v) trust and trustworthiness. These principles stand as ideals and goals to guide the development and continuity of social partnerships that can support important educational initiatives, and provide bases for evaluating partnership work. However, rather than being benign, this work and these practices are often underpinned by contested relations as much as collaborative work.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent198966 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeLondon, UKen_US
dc.publisher.urihttp://www.informaworld.com./smpp/subjecthome~db=jouren_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom637en_US
dc.relation.ispartofpageto656en_US
dc.relation.ispartofissue6en_US
dc.relation.ispartofjournalJournal of Education Policyen_US
dc.relation.ispartofvolume22en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode339999en_US
dc.titleCollaborative working and contested practices: Forming, developing and sustaining social partnerships in education.en_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2007 Taylor & Francis. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal link for access to the definitive, published version.en_AU
gro.date.issued2007
gro.hasfulltextFull Text


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