Intellectual Partnership Research Articles

Reflecting on reflection: Tips and tricks to develop reflective skills

to develop and deliver a two-day Respectful Maternity Care workshop for midwives using Intellectual Partnership Model principlesrural Tanzaniarespectful Maternity Care is an objective, measurable indicator of quality maternal newborn careusing the Intellectual Partnership Model, educators facilitated cocreation of solutions alongside learners for complex ethical and logistic problems in the workplacethe mean scores on a 10-item multiple choice test increased by 20% on average following completion of the interventions; however 2-year certificate learners were less prepared for critical thinking work and social innovations than those midwives who had 3 or 4 year formal trainingthe implementation of the Intellectual Partnership Model revealed that midwife learners were creative, innovative, context specific in their social innovation creations related to Respectful Maternity Care when supported by respectful facilitators. Implications for practice: the Intellectual Partnership Model should be considered along with problem-based learning in the Global South, for pre and post-service education.

Normal birth, why is it disappearing on the ground when the research shows us how important it is?

to develop and deliver a two-day Respectful Maternity Care workshop for midwives using Intellectual Partnership Model principlesrural Tanzaniarespectful Maternity Care is an objective, measurable indicator of quality maternal newborn careusing the Intellectual Partnership Model, educators facilitated cocreation of solutions alongside learners for complex ethical and logistic problems in the workplacethe mean scores on a 10-item multiple choice test increased by 20% on average following completion of the interventions; however 2-year certificate learners were less prepared for critical thinking work and social innovations than those midwives who had 3 or 4 year formal trainingthe implementation of the Intellectual Partnership Model revealed that midwife learners were creative, innovative, context specific in their social innovation creations related to Respectful Maternity Care when supported by respectful facilitators. Implications for practice: the Intellectual Partnership Model should be considered along with problem-based learning in the Global South, for pre and post-service education.

Tapped into the source

to develop and deliver a two-day Respectful Maternity Care workshop for midwives using Intellectual Partnership Model principlesrural Tanzaniarespectful Maternity Care is an objective, measurable indicator of quality maternal newborn careusing the Intellectual Partnership Model, educators facilitated cocreation of solutions alongside learners for complex ethical and logistic problems in the workplacethe mean scores on a 10-item multiple choice test increased by 20% on average following completion of the interventions; however 2-year certificate learners were less prepared for critical thinking work and social innovations than those midwives who had 3 or 4 year formal trainingthe implementation of the Intellectual Partnership Model revealed that midwife learners were creative, innovative, context specific in their social innovation creations related to Respectful Maternity Care when supported by respectful facilitators. Implications for practice: the Intellectual Partnership Model should be considered along with problem-based learning in the Global South, for pre and post-service education.

The START study: Supporting transition to maternity services following Assisted Reproduction Technologies

to develop and deliver a two-day Respectful Maternity Care workshop for midwives using Intellectual Partnership Model principlesrural Tanzaniarespectful Maternity Care is an objective, measurable indicator of quality maternal newborn careusing the Intellectual Partnership Model, educators facilitated cocreation of solutions alongside learners for complex ethical and logistic problems in the workplacethe mean scores on a 10-item multiple choice test increased by 20% on average following completion of the interventions; however 2-year certificate learners were less prepared for critical thinking work and social innovations than those midwives who had 3 or 4 year formal trainingthe implementation of the Intellectual Partnership Model revealed that midwife learners were creative, innovative, context specific in their social innovation creations related to Respectful Maternity Care when supported by respectful facilitators. Implications for practice: the Intellectual Partnership Model should be considered along with problem-based learning in the Global South, for pre and post-service education.

Mentors' and mentees' intellectual-partnership through the lens of the Transformative Learning Theory.

In this paper we report reflections about the scholarly mentoring experiences of undergraduate nursing students (mentees) and faculty members (mentors) involved in an intellectual partnership at a Canadian university. The paper specifically recounts the impacts of the transformative process experienced by 18 mentees and three mentors, based on their in-depth written critical reflections. In this collaborative initiative, the constructivist framework of Shor and Freire, and Mezirow's Transformative Learning Theory, served as foundations for all interactions between mentees and mentors, and guided the analysis and interpretation of their written self-reflections. Mentees and mentors were motivated by complementary goals for the intellectual relationships. Their combined contexts, self-reflective, critical dialogue, shared assumptions and ideas worked to ignite a critical awareness of their potential and self in their professional world. Sharing new ways of thinking and points of view stimulated their transformation on various levels -emotional, cognitive, and spiritual.

Book Review of "Teaching as Scholarship: Preparing Students for Professional Practice in Community Services"

Gingras, J., Robinson, P., Waddell, J., & Cooper, L. D. (Eds.). (2016). Teaching as scholarship: Preparing students for professional practice in community services. Waterloo, ON: Wilfrid Laurier University Press. Pages: 195. Price: CDN$ 34.64 (Paperback)At Canada's first national symposium on the Scholarship of Teaching and Learning (SoTL) at the University of Toronto in 2005, the Concept of SoTL was introduced to a large group of Canada's university and college administrators. Along with this introduction, there were discussions around its significance to higher education as well as exploring how best to support it. In the same year, Ryerson University, like many other Canadian universities, established a research center with a principal focus on SoTL. In Teaching as Scholarship, a number of members of the Faculty of Community Service (FCS) at Ryerson University provided narratives of their educational practices inspired by the principles of SoTL. The primary focus of Teaching as Scholarship is to (a) explore new ways of bringing research and practice to the community scale for students, and (b) search for new approaches towards teaching and learning that are responsive to community needs. The significance of the book's discussions is in taking the ongoing changes of communities' needs into account and making necessary changes in the education of students who are going to work as (care) professionals within communities, accordingly. Since the focus of this book is on the fields dealing with care and/or social service provision (e.g. health care, social work, early childhood, etc.), aspects of social transformation, critical reflection, and ethics of care are highlighted throughout.The book is responding to a call to provide concrete outcomes of incorporating scholarship of teaching and learning towards the creation of positive impacts in the communities. One of the strategies proposed by Gingras et al. is to cross the boundaries of commonly-accepted meanings of teacher and researcher. This is brought about by including stakeholders (e.g., students) as partners in the process of teaching and knowledge dissemination. Kennedy and Jancar, in chapter two, explain how involving and supporting writing teaching assistants (TAs) and incorporating a focus group component in their faculty-wide writing skills initiative have led to more student engagement as well as effective learning outcomes. Bailey et al., in chapter four, describe the implementation of a pedagogical approach, Intellectual Partnerships (IPs), through which teachers and students are partners and engage in the co-creation of knowledge through creative and intellectual discussions and activities.Reflexive critique, and innovative and creative teaching practices grounded in a learner-centered context were among the other strategies, mentioned within the book, for the development of teaching and learning scholarship. In chapter seven, Gingras and Rudolph privileged and acquired a student-centered learning approach, in the context of health education, through involving students in the teaching process with the purpose of creating a space for more equitable distribution of power in learning contexts. Schwind, in the eighth chapter, shifts the focus to reflective processes as they allow for developing personal knowing in future practitioners aiming for more respectful relationships with those for whom they provide care. In the following chapter, Wehbi, Preston and Moffatt explain their experience of using art (particularly photography and multimedia) as a pedagogical approach for teaching about community issues.The purpose of Teaching as Scholarship is to provide a for educating students as professional care/service-providers within communities. At the same time, this frame is used to help secure aims of social justice (e.g., by advocating for inclusion and equity in educational practices), and social transformation. In order to address these goals, in several chapters the contributing authors articulate undertaking an ethic of care. …

The dance of mentorship and intellectual partnership

Abstract

Lloyd and Susanne Rudolph: In Memoriam

Lloyd and Susanne Rudolph were globally acclaimed scholars of India at the University of Chicago where they spent nearly four decades of their lives teaching and researching on India and South Asia. Their numerous works done in this intellectual partnership of more than six decades produced paradigmatic shift both methodologically and thematically in the study of Indian society and politics, more specifically about the nature of Indian state and its democratic institutionalism. Their critical concern for India about its experiments with democratic institutions and modernity of tradition was in consonance with their convictions about the durability of Indian social ethos and structures of social and political life. They belonged to the first generation of ‘area specialists’ who returned to their subjects of inquiry regularly with a critical gaze and newer perspectives over the years. For them, the field of study became an intellectual habitus that they nurtured with great discipline, care, conscience and craft.

From mentorship to intellectual partnership: Co-authoring and dialogic production through co-construction of research

Abstract

Partnership, Trust and Leadership among Nursing Researchers.

Members of a nursing research cluster realized that they needed to determine whether, given their diverse philosophies, they could formulate a collective research agenda responding to an administrative recommendation. The cluster's leaders conducted an appraisal of the role and importance of trust as an element for promoting collaboration in a nursing research cluster and for building a collective social identity. The Social Exchange Theory framed the appraisal. A survey and a facilitation session about trust in research partnerships were conducted with eight female nursing researchers/faculty. Facilitation day's discussion was fully audio recorded, transcribed verbatim and the content coded using ATLAS.ti 6. Thematic analysis was employed to analyze the qualitative aspects of the recorded discussion and the survey questionnaire explanatory responses. Responses to survey closed-questions were compiled as descriptive statistics. Participants revealed that mutual support, valuing each other and working collaboratively facilitated trust in intellectual partnership. Hindering factors were an environment suppressing expression of ideas and views, lack of open dialogue and decision-making among team members and lack of a sense of belonging. This paper has the potential to contribute to the knowledge of nursing leaders who are intending to develop and sustain nursing research teams in both academic and non-academic organizations. The paper will be especially useful as they deal with issues of trust in intellectual partnership in diverse settings.

Coauthorship and subauthorship patterns in financial economics

Acknowledgments are a special kind of intellectual partnership. Acknowledged scientists in published papers are called subauthors. We examine collaboration patterns between authors and subauthors in four finance journals from 1994 to 2013: the Journal of Finance, the Review of Financial Studies, the Journal of Financial Economics and the Journal of Financial and Quantitative Analysis. We employ social network analysis and discover that the majority of subauthors form a compact giant component with small average distances between the nodes. Moreover, the subauthorship network in finance has a non-overlapping structure, exhibiting low clustering coefficients and a plethora of cohesive groups of nodes.

Rethinking Aimé Césaire: Presentation

This essay introduces the central themes of “Rethinking Cesaire,” a special section of Small Axe , which gravitate in metacritical fashion around the various efforts to refashion Aime Cesaire’s legacy in and around 2013, the centenary of his birth. Included are essays devoted to Cesaire’s poetic legacy, his theory of Negritude, his relationship to Marxism, and his intellectual partnership with his wife, Suzanne Cesaire. What emerges is a sense of Cesaire’s legacy as a living legacy, firmly rooted in a specific historical context but revealing different facets of its structure to successive generations as they seek to understand it in relation to their own preoccupations and challenges.

The Soviet Bloc's Answer to European Integration: Catholic Anti-Germanism and the Polish Project of a ‘Catholic-Socialist’ International

AbstractThis article explores an attempt by one Polish organisation – known until 1952 by the name of its weekly journal Dziś i Jutro, thereafter as PAX – to assemble a ‘Catholic-socialist’ international in the decade following the Second World War. This transnational project was predicated on co-operation across the Iron Curtain by Catholic thinkers and activists opposed to the rearmament and incorporation of (West) Germany into an integrated European community. The project's author Wojciech Kętrzyński deployed a discourse of protecting the ‘human person’ based on the prioritisation of global peace. Polish encounters with francophone Catholic activists from across Western Europe – especially with the French journal Esprit – bred serious intellectual engagement across the Iron Curtain at the level of Catholic philosophy and theology. Paradoxically, however, these activists accepted that the dignity of the human person would be best served by transnational anti-Germanism, at the price of complicity with – or outright participation in – Stalinism. The self-styled Catholic-socialist project thus failed, yet, surprisingly, it failed neither immediately nor completely. It thus reveals that possibilities existed throughout the cold war – even at the height of Soviet-bloc Stalinism – for intellectual, cultural and political exchanges and partnerships across the Iron Curtain.

Prototyping and Contemporary Anthropological Experiments With Ethnographic Method

This paper uses two senses of the concept and practice of ‘prototype’ in its usual industry and design contexts to explore several experimental strategies in the pursuit and production of ethnographic research in its anthropological tradition. It is argued that the latter tradition of research requires new forms that impinge not so much on its established modes of scholarly communication – the article, the monograph – but on how it establishes the conditions of fieldwork in contemporary multi-sited spaces of complex assemblages and big projects through which ethnography operates and defines its objects of study. These forms are conceived as ‘third spaces’, materialized as staged occasions, studios, labs, established alongside the traditional serendipitous path of fieldwork, and involve explicit intellectual partnerships with persons who might otherwise be viewed as facilitators or subjects of research. These third spaces produce prototypes as accessible alternative products of contemporary ethnographic experiments. The author's recent experiments with collaborative research at the World Trade Organization is explored in these terms.

COMENTÁRIOS À ETNOGRAFIA OPERÁRIA DE PIALOUX E BEAUD COM “BOURDIEU NA CABEÇA”

This text aims to comment on the article of Pialoux and Beaud by bringing a testimonial insight to the context of the singular and long-lasting intellectual partnership in social sciences which, in turn, takes its inspiration for their working class ethnography from a third person, Pierre Bordieu. The latter provides them with tools of both support and contraposition. The text takes its source from a motive suggested by Pialoux and Beaud on a sort of turn within French sociology of the nineties, in order to compare it to the precocious use of the early ethnographical work of Bourdieu in Brazilian anthropological studies of the peasantry and the working classes.

Intellectual flexibility, innovative partnerships and collaborations in the African university of the 21st century: policy challenges and way forward

Policy challenges facing African universities are well documented and relate to such issues as curricula, governance, funding, roles and expectations. To meet these challenges calls for radical and strategic changes that will impact on the overall policy and practice of universities as presently constituted. This paper argues that it is imperative for different intellectual communities to connect and seek solutions to policy, theoretical and practical challenges. The paper posits that intellectual flexibility, innovative partnerships and collaborative initiatives should be acknowledged and identified as priority options that require redress by the African university of the 21st century.

Reflections on an Intellectual Partner: My Life with Linda Datcher Loury

My intellectual partnership with Linda Datcher Loury began 37 years ago at MIT. It ended with her tragic, premature death last September. As a husband and a father, I will miss my wife tremendously, of course. And, as a scholar, I will see things a little less clearly, express myself a bit less surely, and ponder the often incomprehensible nature of social life with less confidence without my intellectual companion and life partner. The light of my understanding has grown dimmer and the path ahead is unclear.

“Treble marriage”: Margaret Cavendish, William Newcastle, and Collaborative Authorship

Margaret Cavendish’s publications abound with her claims to individuality as a thinker and as a writer, yet her husband, William, Duke of Newcastle, appears throughout these works as a teacher, a character, a co-author, and a promoter of her writing. These texts exhibit a tension between Cavendish’s public identity as the wife of an aristocrat and her self-constructed identity as a unique writer. This article posits that Cavendish manages this tension by engaging in forms of literary collaboration with her husband that revise discourses about and practices of collaborative authorship while at the same time critiquing and renegotiating contemporary views on marriage. In both her life writing and her plays, Cavendish imagines relationships that I term “collaborative marriages,” which subordinate physical gender difference and heterosexuality in order to achieve an equal spiritual and intellectual partnership. Her prefaces and life writing establish the husband and wife as a writing team and use literary production to construct a revised, mutually beneficial marital relationship. The plays The Convent of Pleasure(1668) and The Religious (1662) posit yet other versions of this new concept of a collaborative marriage, experimenting with ways in which a marriage could become a collaboration of bodiless souls rather than a sexual hierarchy. The forms of collaborative marriage Cavendish develops in her life writing and her plays revise both seventeenth-century collaborative literary practice and dominant cultural ideas about marital relationships.

Cultural Innovation and Translation in the Eastern Cape: Jan Tzatzoe, Xhosa Intellectual and the Making of an African Gospel, 1817–1833

This article describes the construction of a truly African Bible on the London Missionary Society's Eastern Cape Buffalo River mission station in the early years of the colonial encounter. Largely unacknowledged in the historical record, the isiXhosa translations were made in an intellectual partnership involving Jan Tzatzoe, a cultural and intellectual intermediary and innovator, and two European missionaries, John Brownlee and Friedrich Gottlob Kayser. A particular focus is Tzatzoe's breakthrough in moving the depiction of Jesus Christ towards Christ as Xhosa healer or ‘physician’. The article builds upon the renewed scholarly attention directed towards intermediaries by examining African involvement in the creation of crucial discourses and the conditions under which colonial texts were produced. It is suggested that Tzatzoe and other African linguistic intermediaries might be thought of as the vanguard of an African intellectual tradition born in the colonial encounter.

Multiagency Protocols in Intellectual Disabilities Transition Partnerships: A Survey of Local Authorities in Wales

The paper presents the findings of a study of transition protocols (for adolescents leaving school and entering the general marketplace) in place for intellectual disability partnerships in 22 local authorities in Wales. The study consisted of a survey of existing protocols and a documentary analysis of the content of the obtained protocols. The author outlines the relevant legal and policy context of school to marketplace transition in England and Wales, then reviews the results of the survey of all 22 Welsh local authorities, and presents the findings of a documentary content analysis. The results highlight the difficulties in formulating effective protocols for transition partnerships at the local authority level. Criteria applied in the documentary analysis have been, among others, person-centered planning, involvement of young people and carers, accessibility of the protocol, and the inclusion of external agencies in transition planning. The analysis shows wide-ranging discrepancies in the quality and content of transition protocols across Wales.