Book contents
- Working Relationally In and Across Practices
- Working Relationally in and across Practices
- Copyright page
- Contents
- Notes on Contributors
- 1 Revealing Relational Work
- Part One Working Relationally in the Professions
- Part Two Working Relationally in Networks
- Part Three Working Relationally in Research
- Epilogue
- Index
- References
1 - Revealing Relational Work
Published online by Cambridge University Press: 28 March 2017
By
Edited by
Book contents
- Working Relationally In and Across Practices
- Working Relationally in and across Practices
- Copyright page
- Contents
- Notes on Contributors
- 1 Revealing Relational Work
- Part One Working Relationally in the Professions
- Part Two Working Relationally in Networks
- Part Three Working Relationally in Research
- Epilogue
- Index
- References
- Type
- Chapter
- Information
- Working Relationally in and across PracticesA Cultural-Historical Approach to Collaboration, pp. 1 - 22Publisher: Cambridge University PressPrint publication year: 2017
References
Archer, M. (2000). Being Human: The Problem of Human Agency. Cambridge, UK: Cambridge University Press.Google Scholar
Christensen, T. & Laegreid, P. (2007). The whole of government approach to public service reform. Public Administration Review (November/December), 1059–1066.CrossRefGoogle Scholar
De Frino, D. T. (2009). A theory of relational work of nurses. Research and Theory for Nursing Practice, 23(4), 294–311.Google Scholar
Derry, J. (2008). Abstract rationality in education: from Vygotsky to Brandom. Studies in the Philosophy of Education, 27, 49–62.Google Scholar
Derry, J. (2013). Can inferentialism contribute to social epistemology? Journal of the Philosophy of Education, 47(2), 222–235.Google Scholar
Edwards, A. (2005). Relational agency: learning to be a resourceful practitioner, International Journal of Educational Research 43(3), 168–182.CrossRefGoogle Scholar
Edwards, A. (2007). Working collaboratively to build resilience: a CHAT approach. Social Policy and Society, 6(2), 255–265.Google Scholar
Edwards, A. (2010). Being an Expert Professional Practitioner: The Relational Turn in Expertise. Dordrecht, Netherlands: Springer.CrossRefGoogle Scholar
Edwards, A. (2011). Building common knowledge at boundaries between professional practices. International Journal of Educational Research, 50(1), 33–39.CrossRefGoogle Scholar
Edwards, A. (2012). The role of common knowledge in achieving collaboration across practices. Learning, Culture and Social Interaction, 1(1), 22–32.Google Scholar
Edwards, A. (2015). A tool for public services research and development. International Journal of Public Management, 11(1), 21–33.Google Scholar
Edwards, A. & Daniels, H. (2012). The knowledge that matters in professional practices. Journal of Education and Work, 25(1), 39–58.CrossRefGoogle Scholar
Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009). Improving Inter-Professional Collaborations: Multi-Agency Working for Children’s Wellbeing. London: Routledge.CrossRefGoogle Scholar
Edwards, A., Lunt, I. & Stamou, E. (2010). Inter-professional work and expertise: new roles at the boundaries of schools. British Educational Research Journal, 30(1), 27–45.CrossRefGoogle Scholar
Edwards, A. & Thompson, M. (2013). Resourceful leadership: revealing the creativity of organizational leaders, in Sannino, A. & Ellis, V. (Eds.), Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies (pp. 49–64). London: Routledge.Google Scholar
Engeström, Y. (2011). From design experiments to formative interventions. Theory & Psychology, 21(5), 598–628.Google Scholar
Evetts, J. (2003). The sociological analysis of professionalism. International Sociology, 18(3), 395–415.Google Scholar
Evetts, J. (2009). New professionalism and new public management: changes continuities and consequences. Comparative Sociology, 8, 247–266.Google Scholar
Fletcher, J. (2001). Invisible work: the disappearing of relational practice at work. Center for Gender in Organisations, Insights Briefing Note, 8, 1–4.Google Scholar
Grant, A. & Parker, S. (2009). Redesigning work design theories: the rise of relational and proactive perspectives. Academy of Management Annals, 3(1), 317–375.CrossRefGoogle Scholar
Hannan, S., Canwell, A., Longfils, H. & Edwards, A. (2011). Resourceful Leadership: How Directors of Children’s Services Improve Outcomes for Children. Nottingham, UK: National College.Google Scholar
Hedegaard, M. (2012). The dynamic aspects in children’s learning and development. In Hedegaard, M., Edwards, A. & Fleer, M. (Eds.). Motives in Children’s Development: Cultural-Historical Approaches (pp. 9–27). New York: Cambridge University Press.Google Scholar
Hedegaard, M. & Fleer, M. (2008) Studying Children: A Cultural-Historical Approach. Buckingham, UK: Open University Press.Google Scholar
Helstad, K. & Møller, J. (2013). Leadership as relational work. International Journal of Leadership, 16(3), 245–262.Google Scholar
Hermansen, H. (2014). Recontxtualising assessment resources for use in local settings: opening up the black box of teachers’ knowledge work. Curriculum Journal, 25(4), 470–494.Google Scholar
Howard-Grenville, J. & Carlile, P. (2006). The incompatibility of knowledge regimes: consequences of the material world or cross-domain work. European Journal of Information Systems, 15, 473–485.Google Scholar
Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal, 33, 692–724.Google Scholar
Lambrechts, F., Grieten, S., Bouwen, R. & Corthouts, F. (2009). Process consultation revisited: taking a relational practice perspective. Journal of Applied Behavioural Sciences, 45(1), 39–58.Google Scholar
Leont’ev, A. N. (1978a). The problem of activity in psychology. In Activity, Consciousness and Personality. Upper Saddle River, NJ: Prentice Hall. Available online at Marxists.anu.edu.au/archive/leontev/works/1978) (April 29, 2004).Google Scholar
Leont’ev, A. N. (1978b). Marxism and psychological science. In Activity, Consciousness and Personality. Upper Saddle River, NJ: Prentice Hall. Available online at Marxists.anu.edu.au/archive/leontev/works/1978) (April 29, 2004).Google Scholar
Lundvall, B-Å. (1996). The social dimension of the learning economy. DRUID Working Paper No. 96–1.Google Scholar
Lundvall, B.-Å. & Johnson, B. (1994). The learning economy. Journal of Industry Studies, 1(2), 23–42.CrossRefGoogle Scholar
Miettinen, R. & Virkkunen, J. (2005). Epistemic objects, artifacts and organizational change. Organization, 12(3), 437–456.Google Scholar
Moll, L. & Greenberg, J. (1990). Creating zones of possibility: combining social contexts for instruction. In Moll, L. (Ed.). Vygotsky and Education. New York: Cambridge University Press.CrossRefGoogle Scholar
Munk, K. (2013). Organisatorisk læring gennem fælles refleksion [Organisational learning through shared reflection]. Erhvervspsykologi, 11(4), 60–74.Google Scholar
Munro, E. (2011). The Munro Review of Child Protection: Final Report a Child-Centred System. London: DfE.Google Scholar
Taylor, C. (1991). The Ethics of Authenticity. Cambridge, MA: Harvard University Press.Google Scholar
Vygotsky, L. S. (1987). The Collected Works of LS Vygotsky, vol. 1, Problems of General Psychology (Eds. Rieber, R. & Carton, A.). New York: Plenum Press.Google Scholar
Wilensky, H. (1964). The professionalization of everyone? American Journal of Sociology, 70(2), 137–158.Google Scholar
Yanow, D. (2004). Translating local knowledge at organizational peripheries. British Journal of Management, 15, 9–25.Google Scholar
- 11
- Cited by