Something unexpected happened as I dragged and dropped the thumbnails below from my desktop into this file

Posting for the BERA Practitioner-Researcher 2006-7 e-seminar on 21/12/06.

Something unexpected happened as I dragged and dropped the thumbnails below from my desktop into this file. They all moved together into the collage below no matter where I tried to place them on the page. Having viewed each clip separately (you can do this if you like by clicking on an image), I was struck by the dynamic connections I felt between the embodied values, thoughts and language being expressed through the different video-clips and represented in the still images. The contexts of England, China, South Africa and Canada, seemed to be brought together in the collage of clips, without any imposition of a linear form of time. As I look at the video-clips and the still images I know that many of the participants in the e-seminar are not included in the images. What I am hoping is that you will feel connected to the values being expressed and a desire to contribute your own understandings of world leading standards of judgment in creating a world of educational quality with educational practitioner-research. (You might also post a video-clip from your own practice on YouTube to help in the communication of your meanings).

The titles I gave each clip on YouTube help to identify the individuals and the connection I see to world leading standards of judgement. I am aware of wanting to hear your interpretations before I offer my own while I know that I selected the clips for the reasons I give below the images.

Reading from top left to right here are the reasons I selected the clips.

i) Alan's ideas of inclusionality have helped to transform my understandings on what constitutes world leading living logics and standards of judgement in educational research.

ii) As I emphasise the importance of providing evidence of educational influence in learning, in this clip from the Ontario College of Teachers Institute on Living The Standards, I am aware of believing that world leading standards of judgement will emerge through developing our understandings of our educational influences in our own learning, in the learning of others and in the learning of social formations.

iii) The flow of conviviality evoked through Pete's initiative in leading the celebration for Jackie's graduation with her doctorate.

iv) The loving warmth of recognition expressed by Moira as her students flow past her at the end of a lesson in Guyuan Teachers College (Now Ningxia Teachers University), China.

v) Advocating a focus on the educational value of Ubuntu in educational relationships (In South Africa)

vi) Exploring the meanings of a text on Progressive Islam with a love of learning and life-affirming energy with Yaakub and Jack.

vii) Living Ubuntu with Inclusionality with Eden and Alan.

viii) Love at Work, with Eleanor and Nigel.

I am wondering if something original will emerge from sharing our thoughts on what, for each of us, constitutes the world leading standards of judgment in our own enquiries that we believe are contributing to a world of educational quality in our educational practitioner-research?

For example Barry writes in response to some notes of my interpretations of the video-clips at:

http://www.jackwhitehead.com/jack/jwyoutubeimages2.htm ( I sent the posting to Barry on the 18^th December before including it in this posting of the 21^st December)

Dear Jack - Thank you for this posting, which I have just opened and found surprisingly affecting (or maybe not so surprisingly?). The effect was slow and cumulative, but by the time I looked at the exchange between Eden and Alan, it seemed that something surprising was taking place (felicitously, in much the same way that you chanced upon the inclusional collage) - Alan was living out inclusionality in his reflections on it (meta-inclusionality?): I was struck by how Alan began with a comment about human frailty being at the heart of human creativity - and then proceeded to speak falteringly, painfully, and fallibilistically about inclusionality (in response to Eden's gentle probes and provocations) in a way which mirrored beautifully his opening comment, and in a way that I haven't seen before. I see inclusionality made real in that exchange, and the creativity that isn't inhibited but is cultivated in that "frailty". "There is no conflict." I see the gift of frailty there as a world-leading living standard in itself, and hope for ourselves in our imperfections. Thank you for sharing it. (e-mail from Barry Hymer, 18/12/06)