Open AccessDeveloping Innovative Practices Through Third-Space Partnerships: Reflections on Project DARE (Dementia Knowledge, Art, Research and Education)
Author(s) -
Corinne A. Green,
Michelle J. Eady,
Pippa Burns,
Jessica L. Baker,
Jennine Primmer,
Penelope Harris,
Carinya Barkley,
Victoria Traynor
Publication year - 2021
Publication title -
journal of educational research and practice
Language(s) - English
Resource type - Journals
ISSN - 2167-8693
DOI - 10.5590/jerap.2021.11.1.03
Subject(s) - general partnership , space (punctuation) , value (mathematics) , dementia , sociology , public relations , political science , engineering ethics , engineering , medicine , computer science , disease , pathology , machine learning , law , operating system
Partnerships between schools, universities, and community organizations have mutual benefits for all involved. These partnerships value the contributions of all participants and capitalize on the expertise and knowledge that each brings. This reflective paper details a collaborative third-space partnership between a university, a primary school, and a community organization. The partnership facilitated the design, development, and implementation of a unique program called Project DARE (Dementia knowledge, Art, Research, and Education). A research-based evaluation of the Project DARE feasibility study can be found elsewhere (Burns et al., 2020). The aim of this paper is to reflect upon the formation of the partnership and the roles that each party played. It also discusses implications for the future development of third-space partnerships.