Transgressed boundaries: Reflections on the problematics of culture and power in developing a collaborative relationship with teachers at an elementary school

In this article the author reflects upon his experiences trying to develop a collaborative relationship with teachers in his role as a part-time scien ce coordinator for their school. The author suggests that, despite his egal itarian intentions, he inappropriately transgressed institutional boundarie s that demarcate the world of university-based researchers and public schoo l teachers. In crossing these boundaries particular power relations were en acted that became an unstated yet powerful force in their relationship. Dra wing upon a post-structuralist conception of power, the author interprets v arious critical incidents in his interactions with teachers as at least par tially constituted by power relations that were constantly negotiated and c ontested in their relationship. Power is not viewed in structural terms of dominance and subordinance, but as circulating throughout the relationship and manifesting itself in various ways. Furthermore, these power relations are rooted in the historical development of universities and schools and se rve as a backdrop for their relationship. This hierarchical relationship wa s inscribed into their relationship and manifested in various ways, ultimat ely mitigating against the development of a collaborative relationship.