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      'Students don't always tell teachers the truth very often, do they?' Reflections on the implications when teachers and students collaborate to investigate teaching practice

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          Abstract

          Informed by Martin Buber's notions of I-It and I-Thou relationships, this paper examines the problematic and contested issues of emancipation and empowerment in schooling. Specifically, it explores what happens when teachers and students collaborate when observing lessons and commenting on teaching practice in the imagined space of the self-improving school system. Within this space, it examines the challenges and complexities of establishing I-Thou teacher-student relationships, and the potential for creative dissonance in such situations. Finally, it explores the idea that the self-improving school could become a place where teachers and students create a space for mutual dialogue about collaborative research in the classroom – in other words, a place where classroom practice is democratically 'top-down' teacher-led and 'bottom-up' student-informed.

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          Author and article information

          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          28 November 2016
          : 14
          : 3
          : 54-64
          Article
          1474-8460(20161128)14:3L.54;1- s5.phd /ioep/clre/2016/00000014/00000003/art00005
          10.18546/LRE.14.3.05
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          London Review of Education
          Volume 14, Issue 3

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