Such a pedagogy allows students to personalize learning and strive to be 'creative' and make meaning out of old ideas. Therefore, the task of a good teacher lies in elucidating these connections and helping students make their own connections. In this paper we hypothesize that education, especially at the scale of curriculum, should be treated as a complex system composed of different ideas and concepts which are inherently connected.
We discuss critical learnings about this partnership in particular and offer recommendations that will help future research-practice partnerships assess and sustain their collaborations in meaningful ways. Our findings highlight how limitations in our fields of view as well as significant changes at crucial points in the partnership affected our ability to engage in sustained community-engaged research. To critically reflect on these events, we engaged in eight cogenerative dialogues and three semistructured interviews to examine key moments in the partnership more closely. Despite the long-standing, collaborative relationships between these organizations, a spin-off research partnership slid into traditional research practices that limited the project's potential.
4 ELEMENTS OF NATURE DIAGRAM PROFESSIONAL
As a group of university researchers, we participated in a research-practice partnership that included a research-intensive university, an internationally recognized professional learning network, a ministry of education funder, and a school district in Alberta, Canada. Community-engaged research calls on us to rethink ourselves as researchers and to address lopsided researcher-researched relationships.
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