Summary

In the School of Education at the University of Sunderland, we believe the strongest school - university partnerships begin not with research questions, but with relationships. Our work with schools is grounded in a simple principle:

Real change grows from trust, not from top‑down directives.

Traditional research models often position universities as experts and schools as implementers. This creates distance, hierarchy, and a sense that research is something done to schools rather than something done with them.

Our approach to fostering a research culture aims to turn this on its head.

In 2024, we established Agile Research Teams (ARTs) where academics work alongside teachers and leaders in our partnesrhip schools as co‑researchers valuing the insights, questions, and lived experiences they bring. The research activity and focus comes from the school and the acacdemics help build the methdological processes that will capture impact of the activity. This creates a foundation of mutual respect where both teachers and university colleagues learn from and with each other. A publication reporting the impact is co-produced offering mutual benefit for the school, the academics and the research culture of the School of Education.

In the UK, we have the Research Excellence Framework (REF) that is presented as a comprehensive system for asssesing research quailty and impact but still largely assumes that knowledge originates in universites and flows outward rather than being co-produced with society. In our work with schools relationship is not an 'extra', it is the mechanism that makes meaningful research possible. The University of Sunderland positions itself as 'professions-facing and society-shaping' and we think that our approach to research in education aligns with the values which undeprin this postion. Through deep partnership conversations, co‑construction of questions, and ongoing dialogue, we create a space where schools and academics feel heard; valued; supported; understood; trusted.

This relational grounding shifts the dynamic from a model of 'university leading' to one of 'shared learning', in which all participants contribute their knowledge, experience, and expertise. It signals a broader paradigm shift towards teacher learning and development that is underpinned by relational pedagogy, an approach that foregrounds the importance of connection in how knowledge is created and exchanged. It is our ambition that, over time, these principles will not remain aspirational, but will instead embed relational practice at the very core of education.

Key Findings or Recommendations:

A relational approach to research and knowledge exchange between univerites and schools can;

• develop a research culture in a teaching-intensive, professions facing, practice-led context
• bridge the persistent gap between practice expertise and academic research requirements
• demonstrate research engagement through collaboration and scaffolded participation

Link to Full Text or Resource:

Duffy, K., Hidson, E., & Deacon, L., 2025. Facilitating Practice-Led Research Culture in Initial Teacher Training: The case of agile research teams (ARTs). Exchanges: The Interdisciplinary Research Journal, 12(3), 113-132. Available at: https://doi.org/10.31273/eirj.v12i3.1831.

This case highlights how culturally responsive relational pedagogy and bilingual support can empower immigrant families in special education processes. When educators engage families with linguistic and cultural sensitivity, they foster trust, enhance understanding, and improve educational outcomes for students with disabilities.

Introduction:

Relational pedagogy emphasizes building trust, mutual respect, and shared understanding between educators, students, and families. This case explores how these principles were applied to support the Jun family - recent immigrants from Korea - as they navigated the unfamiliar U.S. special education system. Their daughter Eunyoung, who experienced significant learning delays, required an Individualized Education Program (IEP) to receive appropriate support. However, the family initially faced language barriers and cultural misunderstandings that hindered their participation. 

Through intentional relational practices, including assigning a bilingual coordinator and encouraging cross-cultural dialogue, educators built a partnership with the family. This example illustrates the importance of relational approaches to ensure inclusive and equitable educational planning, especially for linguistically and culturally diverse families.

Case Study Description:

Eunyoung, a Korean-American elementary student, exhibited severe learning delays that prompted the school to initiate the IEP process. Her parents, unfamiliar with the formalities of U.S. special education, faced confusion and hesitation during initial meetings. Technical terms such as “accommodations,” “modifications,” and “extended time” were unfamiliar. Cultural norms around deference to authority also discouraged the Jun family from asking questions, resulting in passive agreement to plans they didn’t fully understand.

To address these challenges, the school assigned Ms. Wilson, a bilingual Korean-English special education coordinator. During meetings, she paused the formal discussion to explain critical IEP concepts in Korean, using accessible analogies, such as comparing test accommodations to an athlete needing extra practice. This shifted the dynamic, inviting the family into a more collaborative role.

Ms. Wilson also asked the Juns to share Eunyoung’s learning strengths and challenges from their previous schooling experience in Korea. She also met with the family and did a home visit to build a strong relationship. The family learned about the effectiveness of direct instruction, visual cues, and predictable routines. These preferences were incorporated into a revised IEP, which included pictorial schedules, color-coded homework folders, and simplified visual instructions.

This culturally responsive partnership helped Eunyoung thrive. Her confidence and classroom engagement improved notably over the year, affirming the value of honoring family knowledge and reducing communication barriers.

Quotes/Reflections:

“At first, we felt overwhelmed by all the unfamiliar terms and processes,” Mr. Jun reflected. “But having Ms. Wilson explain everything in Korean made us feel respected and included. Now, we feel confident asking questions and sharing our opinions.” The family also shared that they practiced asking questions in English at the “One Mind Group” community meetings facilitated by Dr. Cho, further building their agency in the school system.

Eunyoung’s progress also became visible through her classroom behavior. “She smiles every time she sees her colorful assignments, and we believe it gives her a sense of control and comfort,” her mother noted. Teachers observed that Eunyoung, once hesitant, now eagerly engaged with pictorial schedules and showed increased initiative in following daily routines.

These reflections underscore how relational pedagogy—when it includes bilingual advocacy and culturally affirming strategies—can empower families and enrich student learning experiences.

Conclusion and Recommendations:

This case demonstrates that applying relational pedagogy in culturally responsive ways—particularly with immigrant families—can transform the special education experience. When language access and cultural values are honored, families become empowered collaborators rather than passive participants. For educators, this means going beyond procedural compliance and focusing on building meaningful partnerships.

Recommendations for educators include:

• Assigning bilingual liaisons or interpreters for IEP meetings
• Using plain language and culturally relevant analogies
• Encouraging families to share their prior knowledge and learning strategies
• Creating space for informal relationship-building outside of formal meetings

Ultimately, relational pedagogy is not an add-on—it is a necessary foundation for inclusive education in multicultural contexts.

References:

• Harry, B., & Klingner, J. (2014). Why are so many minority students in special education? Understanding race and disability in schools. Teachers College Press.
• Kang, H. (2021). Korean immigrant parents’ experiences with the U.S. special education system. International Journal of Special Education, 36(2), 100–112.
• Park, J., & Turnbull, A. P. (2001). Family support and disability: Korean American families. Mental Retardation, 39(4), 231–244.