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Additional info for Representation theory of Lie groups: proceedings of the SRC/LMS Research Symposium on Representations of Lie Groups, Oxford, 28 June-15 July 1977
Sample text
These selected works of Martin (1976), Cook (1992), and Boomer and colleagues (1992) all serve to illustrate how the predominant view of negotiation in education is that of a process by which parties deal with differences and arrive at solutions to problems. The assumptions are that there will be differences that lead to problems and that negotiation will lead to solutions. These selections from the literature also present perspectives that help pinpoint some of the issues arising from a consideration of negotiation as it applies in collaborative workings in education such as the Polly and Wendy scenario presented above.
Boomer, in his book with coeditors Lester, Onore, and Cook (1992), raises questions about the impediments to negotiation in schools, especially as it relates to his major focus, the negotiation of the school curriculum. Boomer deals in particular with the power inequities between teachers and pupils. His concern is with how to ensure student ownership of the curriculum, when teachers traditionally own the power. The harmful effects of power are only offset, Boomer says, when those in power make quite explicit the values and assumptions directing their actions and decisions, thereby allowing others “more chance of negotiation .
The substantive arena is associated with professional and research action and outcomes, the ethical arena with the nature of the interactions and relationships between researcher and teacher, and the procedural arena with the prerequisites and processes of research activity. Each of these arenas represents one element of a research context. Substantive Complications From a substantive standpoint, complications arise from the ambiguity, complexity, and indeterminacy of the context within which professional action and educational research take place.
