Re-generating Research Partnerships in Early Childhood Education: A Non-idealized Vision

Abstract

We begin this chapter with a disclaimer. Although we have been working in collaboration with early childhood educators for many years now, we do not have definitive answers regarding enablers and barriers for effective relations in research partnerships, for transformations in educators’ practices, and for advancement of educators’ thinking and actions. Yet, since our research collaborations with educators began in 2006, we have dedicated much thinking about the troubles and struggles of research partnerships. It is precisely the troubles and struggles that are inherited in research partnerships that we want to address in this chapter. We do so by outlining challenging theoretical pathways. Using Bellacasa’s (2012) words as our inspiration, we show how relational work in research partnerships is always multilayered and far from innocent. We also attempt to think-with a non-idealized vision of research partnerships that is based on entanglements. For example, we pay attention to research practices that entangle researchers with everything they encounter in their relations with educators. To engage with this non-idealized vision of research partnerships, we experiment with the notions of regenerating change (bringing Deleuze and Guattari (1987) into the discussion), and regenerating relationality. We write about the multilayered aspects of knowledge-in-the-making; about non-innocent relations; about difficulties of thinking change in research; and about the potentialities of conflict and dissension. Yet, there are not certainties and closures in our arguments about research partnerships.