How common knowledge is constructed and why it matters in collaboration between professionals and clients

Hopwood, N; Edwards, A

How common knowledge is constructed and why it matters in collaboration between professionals and clients

Hopwood, N

Edwards, A

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Publication Type:: Journal Article
Citation:: International Journal of Educational Research, 2017, 83 pp. 107 - 119
Issue Date:: 2017-01-01

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Field	Value	Language
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834	en_US
dc.contributor.author	Edwards, A	en_US
dc.date.available	2020-05-25T19:24:21Z
dc.date.issued	2017-01-01	en_US
dc.identifier.citation	International Journal of Educational Research, 2017, 83 pp. 107 - 119	en_US
dc.identifier.issn	0883-0355	en_US
dc.identifier.uri	http://hdl.handle.net/10453/123679
dc.description.abstract	© 2017 Elsevier Ltd Professionals are increasingly called upon to work with clients. We employ cultural-historical concepts to reveal how professionals and clients accomplish joint work on problems in services for families with young children. Professional–client interactions in day stay and home visiting services are considered, first focusing on how matters of concern are worked into departures of significance (employing ‘D-analysis’), then conceptualising joint professional–parent work in terms of common knowledge and the object of activity. The importance of motives and their alignment is revealed. We show the value of D-analysis in elucidating how common knowledge can be constructed and why this process may be problematic. Finally, we reflect on the fluid and situated nature of this kind of collaborative work.	en_US
dc.relation	http://purl.org/au-research/grants/arc/DE150100365
dc.relation.ispartof	International Journal of Educational Research	en_US
dc.relation.isbasedon	10.1016/j.ijer.2017.02.007	en_US
dc.subject.classification	Education	en_US
dc.title	How common knowledge is constructed and why it matters in collaboration between professionals and clients	en_US
dc.type	Journal Article
utslib.citation.volume	83	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US
pubs.volume	83	en_US

Abstract:

© 2017 Elsevier Ltd Professionals are increasingly called upon to work with clients. We employ cultural-historical concepts to reveal how professionals and clients accomplish joint work on problems in services for families with young children. Professional–client interactions in day stay and home visiting services are considered, first focusing on how matters of concern are worked into departures of significance (employing ‘D-analysis’), then conceptualising joint professional–parent work in terms of common knowledge and the object of activity. The importance of motives and their alignment is revealed. We show the value of D-analysis in elucidating how common knowledge can be constructed and why this process may be problematic. Finally, we reflect on the fluid and situated nature of this kind of collaborative work.

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http://hdl.handle.net/10453/123679