In this poster presentation we follow up on questions raised in the presentation “Beyond the third-party academic paradigm in writing about inclusive practitioner research” by exploring the perspectives of writers, reviewers and editors who have participated in a new online forum for engaging with and writing about inclusive practitioner research.
In this poster presentation we follow up on questions raised in the presentation “Beyond the third-party academic paradigm in writing about inclusive practitioner research” by exploring the perspectives of different writers, reviewers and editors who have participated in a new online forum for engaging with and writing about inclusive practitioner research. Published annually, The Learner Development Journal (LDJ) is devoted to practitioner-driven research, reviews and interviews exploring learner development issues in language education. Each issue publishes work on a particular theme that the contributors of that issue explore together, under the leadership of the issue co-editors. How do writers, reviewers and editors for different issues see the alternative brokering structures and processes that the LDJ involves? In what ways do they find that these structures and processes facilitate or constrain the development of writing about inclusive practitioner research? Why? In this presentation we draw from different conversations and discussions with insider parties to the LDJ to focus on challenges that they have experienced in writing about inclusive practitioner research. We will also invite participants to share their own experiences of writing about inclusive practitioner research, as well as to discuss whether and why breaking with a third-party research paradigm matters.
