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ELT Journal 1994 48(1):50-56; doi:10.1093/elt/48.1.50
© 1994 by Oxford University Press
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Articles

‘Collaborative Development’: an alternative to phatic discourse and the art of Co-operative Development

Charles Lansley

Worked in ELT in several countries, including Denmark, Germany, the Sultanate of Oman, and the UK. He has a BA in Philosophy, a PGCE in Liberal Studies in Further Education, and an MA in Language and Linguistics in Education. Since 1988 he has been a lecturer in TEFL and INSET Co-ordinator at the Defence School of Languages, UK. He is an UCLES EFL examiner, and a Fellow of the Royal Society of Arts.

This paper offers a critical review of some of the political, philosophical, and linguistic pitfalls that could result from Edge's ideas on Co-operative Development in teacher development and in-service training. Edge (1992a) defines Co-operative Development as ‘a style of interaction designed to allow two teachers to collaborate on furthering the ideas and plans of one of the pair.’ My paper will examine the dangers of such interactions reinforcing negative stereotypes (in terms of gender, race, and ability). My aim is to point out that autonomous development without any form of judgemental challenge (as expressed by Edge's Co-operative Development) can lead to negative as well as positive character development. I will trace Edge's views to their origins in Rogers and Egan, and comment on his interpretation of their view of collaboration. I will conclude by offering my alternative of Collaborative Development through empathic debate.


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