Description
Book SynopsisCollaboration is widely celebrated as an ability schools should teach children to practice. Yet collaboration has a darker side, as its use to refer to those complicit with Nazi occupiers and with colonial oppressors of many kinds suggests. In effect, collaboration is a contranym, a word that can mean something or its opposite. To collaborate can mean to work with one's friends and colleagues for the common good. It can also mean to sell out one's friends and colleagues for the sake of personal gain. What can schools do to encourage the first and discourage the second? The loyalty and commitment to shared ends that collaboration implies may seem a positive good only insofar as those loyalties and ends are also good but how to judge? This book asks: to whom should one be loyal and what are the limits of loyalty? What responsibility do collaborators bear for the outcomes of their joint projects? Should I make those friends and those responsibilities my own? These are questions children
Trade ReviewThis beautifully written little book reminds us, at a time of threats to publicly funded education and democratic institutions, that schools are spaces where children learn to live and work together in the public sphere. Shuffelton explores the meaning and practice of collaboration, drawing on philosophy, history and literature to both confront collaboration’s dark side and affirm its central value for our social life. -- Judith Suissa, Professor of Philosophy of Education, IOE, UCL’s Faculty of Education and Society, University College London, UK
In education circles, collaboration tends to be presented as an unassailable good. Yet as Shuffelton shows in this engaging volume, it also has a dark side. Drawing from literary, cinematic, philosophical, and school-based examples, Shuffelton explores the ethical challenges of collaboration while describing key features of collaboration at its best: shared aims, agency, and mutual responsibility. This book is a great resource for educators who want to avoid uninspired group work and instead develop meaningful collaborative projects in schools. -- Kathy Hytten, Professor of Educational Leadership and Cultural Foundations, University of North Carolina Greensboro, USA
Table of ContentsSeries Editors Preface 1. Introduction 2. Friendship and Loyalty 3. Collaboration and Responsibility 4. Living with Oneself References Index
