Chapter 12: Developing Professional Knowledge as a Consortium: Moving from ‘I’ to ‘We’¹

Spoken by a teacher researcher from the ‘third space’, this chapter explores a practical solution to a school-based problem. Claire Tyson explains how, as consortium members, they explored their shared values and theories as well as harnessing their differences, to create a consortium focused on a project about unconscious teacher bias. Learning, as they did so, that maintaining strong lines of communication, having complementary perceptions of the impact of the consortium and shared motivations for participation were important factors. By bringing together both practical and academic forms of knowledge, they showed a willingness to embrace the multiple perspectives represented in the group.