Refs need renumbering and some details are missing
from the References Section
Title:
How do our web-based resources reveal our (yes) standards
of democratic accountability, influence our own education, the education of our
students and the education of the demographic formations in which we work and
live?
(yes)
Abstract
The
paper is focused on research into issues of demography and democracy explicated
by our web-based resources that influence our? values-based
standards of accountability we aspire to in educational practices and
influences as professional educators with our students and mentees. Self-studies of educational influence
from a 31 year research
programme into a reconstruction of educational theory and a 12 year research
programme into the educational influence of mentoring will be used to
demonstrate how a present theory practice
gap in much educational research can be overcome. This is accomplished by integrating insights, from the
theories produced by adherents to social science and philosophical disciplines
of education, into the theories produced by practitioner-researchers in
explanations of their educational influence. Demographic differences in
standards of democracy used for accountability will be addressed
(we need to explain this in our abstract and in the body of our proposal).
Summary
purposes;
We
set out to address respond to the
concern invitation expressed
by Schšn
(1995) that
educational researchers should be creating a new epistemology for the new
scholarship and further the suggestion by Whitehead (ref) that this should a
new epistemology relating to a scholarship of enquiry
(Schon, 1995). Recognising that Ppractitioners
are sometimes reluctant to engage in ÔresearchÕ (refs) but more willing to
undertake educational enquiry into their own practice (refs) Our purpose in this
paper is to ,
we explore how we are enabling practitioner research
and how this aligns with our own democratic values and those of the
practitioner researchersÕ whose
work, which is
in a demographically
diverse, we explication
e in our websites. We are seeking to understand diverse interpretations
of democracy as teacher
researchjers hold themselves accountable for influencing othersÕ learning. We
engage with the concern that we should address the theory-practice gap, by
finding ways of legitimating in the Academy, where appropriate, the embodied
knowledge of professional educators, leaders and administrators as they
demonstrate their educational influence in studentsÕ learning (Eisner, 1993,
1997; Snow, 2000). (refs)
perspective(s)
or theoretical framework;
The
global transfer and legitimation of the embodied knowledge of
practitioner-researchers into the Academy has been well documented
(refssssssss). Such research, drawing on activity theory (what IS activity
theory???(yes – this looks interesting - IÕll study it further !) )
shows how a theory-practice gap can be transcended in the living educational
theories generated by practitioner-researchers in enquiries of the kind, ÔHow
am I improving what I am doing?Õ
As we seek to enable a transfer of knowledge in enabling a networking
and dissemination of practitioner research accounts on our websites, with more
traditional forms of research generated by social science and disciplines based
paradigms, we look to understand values underpinning our selectivity and
representation of our own and othersÕ educational enquiries.
How far are we reproducing a kind of white western colonialism in our choice of
account and do we adequately represent demographically distinct cultures and
their underpinning values or are we guilty of creating a hegemony of
representations of research accounts in our webpages?
(AERA
theme, 2005) (ref. Fletcher, S.J.
2000 mentoring in Schools, London, Kogan Page) 11 - , , are different countries.India,
China, Ireland, Canada and the UK
How Do Our Web-Based
Resources Reveal Living Standards of Democratic Accountability in Our
Educational Practices?
A contribution to the AERA
Roundtable of the SIG Self-Study on Teacher
Education Practices on Renewing the Craft of
Self-Study. April 14, 2005 - 10:35am -
11:15am Building/Room: Marriott Montreal Chateau Champlain / Salle de
Bal Ballroom & Foyer
Jack Whitehead,
University of Bath, UK.
This
contribution follows the order of the Abstract and Summary in the
AERA 2005 on-line Conference Programme and will focus on educational influences
in my learning from the 31 year research programme into a reconstruction of
educational theory described in the Abstract. The contribution is focused on relating
my learning, from my s-step
research, to
answering the questions and justifying
the claims made in the Summary below.
The questions to be answered and the
claims to be justified
are underlined in the Summary for emphasis. The
answers and justifications are
included in the Summary in bold italics with an additional
reference section of author and dates to distinguish them
from the questions, claims
and references made in the original proposal
with a former colleage, Sarah Fletcher. The
placing of this contribution by the SIG programme chair
into a session on Renewing the Craft of Self-Study is particularly appropriate
to researching a process of enhancing educational influence that involves a
commitment to living values of humanity more fully in practice.
Abstract
The paper is focused on
research into issues of demography and democracy explicated by our web-based
resources that influence our values-based standards of accountability we aspire
to in educational practices and influences as
professional educators with our students and mentees (1). Self-studies of
educational influence from a 31 year research programme into a reconstruction
of educational theory and a 12 year research programme into the educational
influence of mentoring will
be used to demonstrate how a present theory -practice gap, in much educational
research, can be overcome. This is accomplished by integrating insights, from
the theories produced by adherents to social science and philosophical
disciplines of education,
into the theories produced by practitioner-researchers in explanations of their
educational influence. Demographic differences in standards of democracy used
for accountability are addressed in relation to accounts of learning from
different countries.
Summary
We
set out to respond to the view (2)
that educational researchers should be creating a new epistemology for the new
scholarship and the suggestion (32 & 43) 2000???that this should be
related to a scholarship of
enquiry. Recognising practitioners
are sometimes reluctant to engage in ÔresearchÕ (5,6,
&7) – needs a number and ref Fletcher , S.J. (2003) Chapter 7, doctoral
thesis submitted for examination and Fletcher, S.J. (2003) Guidelines for DfES Best Practice Research Scholarships
Research Mentors, BPRS section of http://
www.teachernet.gov.uk
and Fletcher, S.J. (2002)
WhatÕs Teacher Research Got to Do with Me? Wiltshire Journal of Education,
Spring, pp. 4-13
but more willing to undertake
educational enquiries into their own practice (8). – needs a number and ref to your work, Jack Our purpose in this paper is to explore how we are
enabling practitioner research and how this aligns with our own democratic
values and those of the practitioner researchersÕ work, in a demographically
diverse explication in our
websites. We are seeking to understand diverse interpretations of democracy,
as teacher researchers hold themselves accountable for influencing othersÕ
learning. We engage with the concern that we should address the theory-practice
gap, by finding ways of legitimating in the Academy, where appropriate, the
embodied knowledge of professional educators, leaders and administrators as
they demonstrate their educational influence in their own learning,
their studentsÕ learning (3, 94, 105 & 1165) and
in the learning of social formations.(refs) (12,
1376)
The
global transfer and legitimation of the embodied knowledge of practitioner-researchers
into the Academy has been well documented (1487). Research, drawing on
activity theory (15) to activity theory
needed please)
shows how a
theory-practice gap can be transcended in the living educational theories
generated by practitioner-researchers in enquiries of the kind, ÔHow am I
improving what I am doing?Õ (16598).
As we seek to enable a transfer of knowledge in enabling a networking and
dissemination of practitioner research accounts on our websites, with more
traditional forms of research generated by social science and disciplines based
paradigms, we look to understand values underpinning our selectivity and
representation of our own and othersÕ educational enquiries. How far are we reproducing a kind of white
western colonialism (1709) in our choice of
account? Do we adequately
represent demographically distinct cultures and their underpinning values? Are we guilty of creating a hegemony of
representations of research accounts in our webpages? (176, 187, 198)(refs numbered to TR
and AR dot net)
The
claim above about the research drawing on
activity theory is specifically focused
on the dialectical logic of activity theory developed by
the Soviet logician, Evard Ilyenkov (1977). In the
creation of living educational theories,
IlyenkovÕs question, ÔIf an object exists as a living contradiction, what must
the thought (statement about the object) be that expresses it?Õ,
is answered through the enquiry, ÔHow do I improve my
practice?Õ in which ÔIÕ exists as a living contradiction (Whitehead, 1999).
In
selecting and supporting the
flow of accounts through actionresearch.net I use the idea
of living educational theory on the frontpage of the web-site:
ÒWhat is a Living
Educational Theory Approach to Action Research?
In a living educational theory approach to
action research, individuals produce accounts or explanations for their own
learning in enquiries of the kind, 'How am I improving what I am doing?' in
contexts where they are seeking to live their values more fully in their
practice.
www.actionresearch.net/writings/livtheory.html
The living educational
theories of practitioner-researchers have been accredited for doctoral degrees
by Universities including the University
of Bath
www.actionresearch.net/living.shtml Ò
How
far am I reproducing a kind
of white western colonialism (17) in my choice of account?
Two accounts
are on the web of my learning that
show my developing
awareness of the importance of being a Ôtraitor to whitenessÕ
(Mclaren 2004) where ÔwhitenessÕ as a concept
is used in postcolonial theory to refer to the abuses of white western
colonialism. The first account was presented to an AERA
2000 S-STEP SIG
session. It was a joint
presentation with Paulus Murray, a mixed race educator on, ÔWhite and Black with
White Identities in self-studies of teacher-educator practicesÕ (Murray & Whitehead,
2000, http://www.actionresearch.net/A2/aerapj.htm). The second account
was presented to a BERA 2004 Symposium "How Are We Contributing
To A New Scholarship Of Educational Enquiry Through Our Pedagogisation Of
Postcolonial Living Educational Theories In
The Academy?" and my paper was entitled ÒDo the values and living
logics I express in my educational relationships carry the hope of Ubuntu for
the future of humanity?Ó (Whitehead, 2004, http://www.leeds.ac.uk/educol/documents/00003801.htm)
I am also aware that the
accounts flowing in web-space from my site are in English and that the spread of English can be linked to economic globalisation and to
problems of white western colonialism.
I am also aware of my support for
the spread of English as a form of communication that can enhance the flow of
values of humanity. I try to attend
below to the dangers of the
former while supporting the latter.
Do
I adequately represent demographically distinct cultures and their underpinning
values?
In questioning myself in
this way I look both historically and to the future. Historically I look at the extensions over the 32 years of my
research programme from the genesis of the
idea of living educational theories to their
developments in demographically
distinct cultures with their underpinning
values. Seeing the creation of
living educational theories from the range of demographically distinct cultures
with their underpinning values flowing through web-space from my web-site is a source of the
pleasure I associate with living
a productive life in education. On this site I see contributions from
China, India, USA, Canada, Europe, Singapore and Japan with links to action
research sites in Australia and
New Zealand . At the age of 60 my thinking about my direct influence in further extensions in
living educational theories is tempered with
thoughts of mortality! My present interest in the development of the
living logics and values of inclusionality (Rayner, 2004) in living
educational theories seems to resonate closely with the further development of
living educational theories with Chinese, Arab, South African and Russian characteristics. The idea of enhancing
the adequacy of the representations from distinct
cultures is linked to the idea of enhancing the flow of the ideas from living
educational theories through web-space. The
more people that engage critically and
creatively with the ideas and find
them useful in creating their own living educational theories the more productive I feel in relation to the
above question of adequacy.
Am
I guilty of creating a hegemony of representations of
research accounts in my webpages?
This is a useful
question to ask myself as I seek to avoid contributing to power relations that can
support a hegemony of
representations that can stifle freedom of expression
and originality of thought. In the late 1960s I was persuaded by
MarcuseÕs (1964) analysis of
the logic of domination in his ÔOne Dimensional ManÕ to seek to develop a range of
forms of representation in my educational research programme. I felt supported in this
aim by EisnerÕs (1993) Presidential
Address to AERA and by his later analysis of the problems and perils of
alternative forms of data representation (Eisner,
1997). One of the ways I have
sought to extend the range of forms of representations that can be legitimated
in the academy is by enabling multi-media representations to be included within
research degrees. The regulations of the University of Bath were changed during
2004 to allow the submission of e-media in research degrees. As a member of the
committee that was responsible for recommending this change to Senate, as well
as being a member of the Senate that agreed with the recommendation, I feel a sense of satisfaction
with a change well made. Perhaps
my most ambitious extension of the representations I use in research accounts
in my webpages is in the October 2004 web-space of Action Research Expeditions
on ÔDo
action researchers' expeditions carry
hope for the future of humanity? How do we know? An enquiry into
reconstructing educational theory and educating social formationsÕ (http://www.arexpeditions.montana.edu/articleviewer.php?AID=80). I am thinking
particularly of the points I made in the AERA Action Research
SIG Newsletter of March 2005 on Living Educational Theory (http://coe.westga.edu/arsig/PDFs/ARNewsletter_V5_I2.pdf) where I draw attention to the use of the
visual narrative of a performance text to communicate the meanings of embodied
values and their transformation in living educational standards of judgement.
In using the implied criticism in the above
question to improve the quality of my productive life in education I am
conscious of a danger of creating a hegemony of representation in which the ÔIÕ can appear in
accounts of learning to be an discrete, autonomous entity and lacking in interdependence
with its context. It may be that the influences of living educational theories
from Asian and Arab contexts may help to develop a better understanding
of the living logics and values that characterise inclusional (Rayner,
2004) perspectives of educational influences
and relationships. Some of these
influences can already be seen in the contributions from Punia (2004) and
Murray (2004).
Just
got to here – need to talk over the parts I have amended above)
Much
work needs to be done in clarifying processes of validation that establish the
meanings of living epistemological standards of judgement that we demonstrate as s researcher–educators.
The
notion of use and abuse of
power exerted by validation
groups and the whole question of peer review has been a focus of
recent attention in conversations about educational research.
How far am
Iare we
addressing possible concerns
that we are I am presenting skewed perspectives of
practitioner research, given that Iwe
select the accounts of enquiry
represented on
my our
sites?
The
introduction to a living educational
theory approach to action research
on the frontpage of my web-site announces the perspective emphasised in the
resources flowing through web-space from this site. There are many research
approaches used by practitioner-researchers of which action research is one
approach. My main concern about dedicating my productive life to supporting the
creation, testing and communication
of living educational theories is in the possibility that I might be mistaken
in thinking that this activity is making a contribution to enhancing the flow
of values that carry hope for the future of humanity.
I
seek to avoid the abuse of power in contributing to establishing
the meanings and academic legitimacy of
living epistemological standards of judgement, by supporting a
process of democratic evaluation that I associate with the work of Habermas
(1976). By this I mean that
my meanings are open to public criticism, in forums such as these,
and I ask people to focus on the extent to which the accounts of learning in
which the living standards are expressed are:
Comprehensible;
Make
explicit the normative background of the account;
Provide
sufficient evidence to justify the assertions in the account;
Demonstrate
through time and interaction the authenticity of the writer in being committed
to what is claimed in the account.
In
thinking more about this question my concern shifts from the presentation of a
biased perspective of practitioner-researcher, to some of the problems of
meeting the truth of power with the power of truth
in the Academy. What I mean by this is
that I think that I deal adequately with the issue of possible bias in the
presentation of practitioner-researcher accounts for legitimation in the
Academy. There can however
be problems of bias and
inadequate assessment in
judgements from the Academy. This is now recognised, since
1991, in the regulations of the University of Bath, where judgements on
research degrees can be questioned on grounds of bias, prejudice and inadequate
assessment.
Furthermore,
we need to understand the democratic values that are represented in the many
accounts of practice by the professional educators that can be accessed within
our websites.
.
Do patterns of democratic values emerge converge where, for example, we see the writings byof groups of teacher researchers in the UK and China, Japan and India, in Canada and Arizonathe USA?
Is there a global congruency in these values-based accounts and how do
we detect if such
values are used as a form of Ôliving accountabilityÕ for and by researcher-educators who
authored them?
In
the living educational theory
and masterÕs programme accounts
at http://www.actionresearch.net
from
these countries (and I would
add Argentina and Singapore with the accounts
of Beatriz Grandi from Argentina and Peggy Leong from Singapore)
there is a convergence of the pattern of democratic value associated with the
process of democratic evaluation described above. We can detect this democratic
value in the living accountability shown in each living theory thesis by
applying BernsteinÕs statements about
democracy to the living theory accounts:
ÒFirst
of all, there are the conditions for an effective democracy. I am
not going to derive these from high-order principles; I am just going to
announce them. The first condition is that people must feel that they
have
a stake in society. Stake may be a bad metaphor, because by stake I mean that
not only are people concerned to receive something but that they are also
concerned to give something. This notion of stake has two aspects to it, the
receiving and the giving. People must feel that they have a stake in both
senses of the term.
Second,
people must have confidence that the political arrangements they create will
realise this stake, or give grounds if they do not. In a sense it does not
matter too much if this stake is not realised, or only partly realised,
providing there are good grounds for it not being realised or only partly
realised." (Bernstein, 2000, p. xx).
Within
the different sections of our sites, we claim to uphold values of democracy and
we seek to test the validity of the knowledge generated through thisa theoretical perspective
of democratic evaluation (20910).
We formulate an inclusional (210121) (yes)diverse
theory of democratic accountability, through accounts by
international educators in the demographic contexts of Japan, China,
Canada, USA and the UKdifferent continents.
Our paper explores our attempts to examines
underlying values embodied in research and used by these
educators in judging and explaining their educational influence with
on in their
studentsÕ learning and in the social
formations in which they are living and learning. We ask how far we can learn to
improve our own productive lives as we encounter othersÕ values,
which constitute the standards of judgement that,
concur with or differ from
with our
own.
As Iwe
respond through the medium of my
our websites to Chinese
teacher-researchers (22)
how far do myour
responses explicate those values
that Iwe
bring to appreciative critical
engagement ?
My own responses can be
accessed at:
http://www.bath.ac.uk/~edsajw/moira.shtml
In particular the url:
http://www.actionresearch.net/jbs/jbsconnect.html
takes you to my
appreciative critical engagement in ÒConnecting your accounts
to international
networks of teacher-researchers and other educational researchers. The live
urls in the references below should take you to papers to download or in the
case of the papers from Educational Researcher to pdf files that you can view
on screen, download, or
print off. The pdf files may take a little time.Ó
C. METHODS, TECHNIQUES,
OR MODES OF INQUIRY;
The
methods used in the research draw on an action research approach to a
scholarship of educational enquiry. We seek to know how we all might learn
about the underpinning values embodied by teacher educators and how they
influence practice as in a democratic
form of accountability rather than just what can be learnt about
everyday practice. This approach
to understanding values as living standards of judgement has already been
documented by(231132, 242143, 253154 & 264165) (Refsssss. s) Methods
of enquiry include the use of digital technology in the creation of visual
narratives that show the transformation of embodied values into living
epistemological standards of judgement.
They also include textual analysis as educational enquiry communicated
through e-mentoring.
The
modes of enquiry include the use of peer validation groups to strengthen the
validity of the researchersÕ interpretations in a process of mutual rational
control of critical dialogue.
Two further publications
show how a living theory approach to action research can clarify the meanings
of embodied values in educational enquiries of the kind, ÔHow do I improve what I
am doing?Õ These publications also show how the
process of clarifying the meanings of ontological values can produce living epistemological standards of judgement. These standards can be
used to evaluate the validity of the claims to knowledge being made from within
a living theory
perspective. The two publications are:
1) Do action researchers' expeditions carry hope for the future of
humanity? How do
we know? An enquiry into
reconstructing educational theory and educating social formations. This was published in
the October 2004
issue of the e-Journal Action Research Expeditions (Retrieved 29 March
2005 from http://www.arexpeditions.montana.edu/articleviewer.php?AID=80)
2) Living Educational
Theory. March 2005
Issue of the AERA Action Research SIG Newsletter. (Retrieved 29 March from http://coe.westga.edu/arsig/PDFs/ARNewsletter_V5_I2.pdf )
D. DATA SOURCES OR
EVIDENCE;
The sources
of data and evidence are web-based and relate to two complementary websites.
They include on-goingan
analysis of several teacher researcher
reports, produced by novice and more experienced practitioners as researchers
reports from Japan, ChinaAsia,
Canada, USAN. America
and the UK., undertaken
produced by novice and more
experienced practitioners as researchers. Some of
these researchers have been offered
their reports for
formal accreditation. Our dOur
data includes doctoral theses, mastersÕ dissertations
and auto ethnographic (27517) studies of
practitioner-researchers whose analyses of their learning and living
epistemological standards of judgement (28613) have
been legitimated within the Academy over the past 15 years.
We put forward evidence that there are exist globally congruent standards of judgement,
which can arise from the embodied values of practitioner
researchers across the Globe continents of this educationally active world.
The evidence I have in
mind is explicitly presented
in the living educational theories of practitioner-researchers working in
different continents. I have already drawn attention to the
embodied valuing of democracy in the educational relationships and living theories of
practitioner-researchers. Two other standards of judgement
that each living theory has fulfilled in order to be
legitimated in the Academy are originality of mind
and critical judgement. While the national and
internationally standing of the examiners of these theses does not guarantee
the validity of
their judgements, I feel confident that the living theory theses flowing
through web-space from actionresearch.net, have been subjected to rigorous
scrutiny in testing their validity and academic legitimacy. Another living standard of judgement I would suggest is emerging from the
embodied values of practitioner-researchers is love. In my experience,
practitioner-researchers love what they do in the sense that they feel the flow
of a life-affirming energy when expressing their values of education in their educational
relationships.
As a bedrock of my hope
in human existence I bear witness to love as a value of humanity that carries
hope for the future of humanity and my own. I love what I do in education. My
students tell me that they feel this
as a life-affirming energy that flows into our relationship and influences
their enquiries. I recognise this love in ChoÕs terms when he says that with love, education
becomes an open space for thought from which emerges knowledge. For Cho, as for
me, it is
important to make clear that in explaining the educational influence of love in
learning, between two or more people in an educational relationship, it is not
a matter of Ômerely caring for one
another, nor do they pass knowledge between each otherÕ (Cho,
2005, p. 95). It is a matter of seeing that love opens a space for those in
educational relationships to Ôpreserve the
distinctiveness of their positions by turning away from one another and toward
the world in order to produce knowledge through inquiry and thoughtÕ (Cho, 2005. p. 95).
Love, as an embodied
value, an explanatory principle and living standard of judgement is not usually
used in evaluating the validity of a claim to educational knowledge in the
Academy. In this paper I am going to focus on
claims to knowledge that include love as a living standard of judgement and
that have been submitted for doctoral examination at the University of Bath
after five or more years of enquiry.
I am also going to stress the epistemological significance of using ostensive
definitions, with the help of multi-media accounts including video-clips of
practice, to communicate the meanings of embodied values and their
transformation into living standards of judgement. My own University, the
University of Bath, has only
recently permitted the submission of these accounts. A change in the University
of Bath regulations during 2004 allowed the submission of multi-media accounts
using e-media.
Two recently completed
doctoral enquiries by Mary Hartog and Madeline Church have used a living action research
methodology to clarify the meaning of love as an embodied value, explanatory
principle and standard of judgement in their living educational theories of
their own learning.
Mary HartogÕs thesis ÔA self study of a higher education tutor: how
can I improve my practice?Õ
was the first thesis, under the new regulations, to submit a visual narrative
and analysis of educational relationships. The explanation of learning
connects, in the visual narrative, ostensive definitions of loving and life-affirming educative
relations with lexical definitions:
ÒEvidence is drawn from
life-story work, narrative accounting, student assignments, audio and video
taped sessions of teaching and learning situations, the latter of which include edited CD-R files.
These clips offer a glimpse of my embodied claims to know what the creation of
loving and life-affirming educative relations involves.Ó (Hartog, 2004, http://www.bath.ac.uk/~edsajw/hartog.shtml)
Madeline Church (2004)
in her doctoral enquiry, ÔCreating an
uncompromised place to belong: why do I find myself in networks?Õ has successfully
defended her thesis, in her viva-voce examination, which included the following
claims to know:
ÒI show how my approach
to this work is rooted in the values of compassion, love, and fairness, and
inspired by art. I hold myself to account in relation to these values, as
living standards by which I judge myself and my action in the world. This finds expression in
research that helps us to design more appropriate criteria for the evaluation
of international social change networks. Through this process I inquire with
others into the nature of networks, and their potential for supporting us in
lightly-held
communities which liberate us to be dynamic, diverse and creative individuals
working together for common purposeÓ (Church, 2004, http://www.actionresearch.net/church.shtml )
ÒIn this thesis I
represent the meanings of love as I experience
love at work in my life. By writing, I learn how to craft the words to express
that knowledge. By seeing the visual images, I begin to understand the
power of loving presence. By listening to the reverberations of my body,
I bring critical judgement
into my action and articulate this judgement as living epistemological
standards of love. These loving standards enable me to judge the value of
my practice, and to be better accountable for what I do.Ó (Lohr, 2004, http://www.jackwhitehead.com/elFront%202.htm )
In focusing on values of
democracy, originality of mind, critical judgement and love in this
presentation, I recognise that these are only some of the values that carry
hope for the
future of humanity through education. Other practitioner-researchers have
focused on values such as justice (Finnegan, 2000) passion for compassion
(Naidoo, 2004) and exquisite
connectivity with spiritual and aesthetic values (Scholes-Rhodes, 2002) in presenting the unique
constellation of values that are helping to constitute their productive
lives and education.
E. RESULTS AND/OR
CONCLUSIONS/POINT OF VIEW; and
We
present our points of view in a dialogical form, looking for on-going e-mail
engagement in discussion and debate made available through
a third website, via the JISC mail
forum system.
The
living action research site I convene with Je Kan Adler-Collins of Fukuoka
University can be accessed from the bottom of the WhatÕs
New section of http://www.actionresearch.net
In
conclusion Tthe
visual narrative that Iwe
offer shows how new living standards of judgement have been legitimated in the
Academy, where by
practitioners are asking, researching and answering
questions like:
How can I live out my democratic values in
practice more fully by using formative assessment techniques to influence my
own learning and the learning of others?
How can I help my tutor
group to work better together and improve their
learning?
How can I influence the creation of a culture
of inquiry within a District School Board?
How can love enable justice to see rightly?
A Self Study Of A Higher Education Tutor: How
Can I Improve My Practice?
What Constitutes an International Educator with
Spiritual Values?
How do I improve my
practice? Creating a discipline of education through educational enquiry.
What do I know and how do I know it through my
educational inquiry into my practice of community?'
How can young teachers in Nepal be encouraged to develop and maintain
their professional values? (Jack – this is the enquiry that
one of my students undertook – where a Mr Araf??? Acted as second
marker and suggested a fail grade – unbeknown to the first marker (ie.
ME!)
You can access all the
above enquiries from the masters module section or living theory section of http://www.actionresearch.net with the exception of the enquiries
with teachers in Nepal. I am hoping that these enquiries will be developed with Nemrata
Sharma who has returned to Nepal after working on an action research project in
Kenya. You can access details of NemrataÕs work from the details
of the Monday evening conversation in Bath on 31
January 2005 from http://www.actionresearch.net/monday/mon31Jan.htm
In relation to the
visual narratives, I am referring to the multi-media presentations in the two
publications above:
Do action
researchers' expeditions carry hope for the future of humanity? How do we know?
An enquiry into reconstructing educational theory and educating social
formations. This was published in the October 2004 issue of the e-Journal
Action Research Expeditions (Retrieved 29 March 2005 from http://www.arexpeditions.montana.edu/articleviewer.php?AID=80)
Living Educational Theory. March 2005
Issue of the AERA Action Research SIG Newsletter. (Retrieved 29 March from http://coe.westga.edu/arsig/PDFs/ARNewsletter_V5_I2.pdf
)
F. EDUCATIONAL OR
SCIENTIFIC IMPORTANCE OF THE STUDY.
The
educational significance of the study is that it shows how the theory-practice
gap that dominates educational research in the Academy, can be transcended
through the generating and testing of the living educational theories of
practitioner-researchers, in a way from educational
enquiries that draws insights
from, rather than omits, the traditional disciplines that
have previously constituted educational theory. The study also shows how new
living epistemological standards of judgement can be validated and legitimated
in democratic processes of accountability in a range of demographic contexts.
The educational
importance of our study extends to using a critical analysis of our own
practice as demographically engaging and democratically informed researcher- educators.
Such critical engagement already exists in some of the
accounts on our websites (refsssss) (18) but
what is unique and of global relevance in an era of technologically informed
educational practice (29,
307), is
the use of our
websites as foci for validating our own practice as contributors to knowledge.
Through the textual representation of our own and othersÕ living educational
theories and the inclusion of visual narrative in this representation we hold
ourselves accountable as educators as we
ask ourselves and we encourage those whose work we represent analyse to ask,
How far are we, as a
global community, engaged in overcoming traditional demographic barriers to
knowledge generation and transfer? ? ?
In addressing
this question, educational research comes of age through the creation of educational
theories from an analyseis of the democracy, demographically
diverse processes of democratic ity
and accountability
within the enquiry-based accounts of
by practitionersÕ
educational influence and learning, now
explicated through text and video
and enabled by web based technology.
In
answer to this last question I am hopeful that traditional
demographic barriers are transforming into more
permeable boundaries in supporting the flow of values that carry
hope for the future of humanity. Because death seems
the appropriate conclusion for a self-study into oneÕs
educational influence in learning, I like to remain open
in my educational enquiries to the
possibilities that life itself permits! In this spirit of
openness I would like to draw your attention to some more
action researchers who seem to me to be overcoming traditional demographic
barriers, as they transform these barriers into a flow of knowledge generation
and transfer through their life-enhancing
boundaries. I am hopeful that a conclusion of
connections to accounts flowing through web-space will
serve to enhance the flow of our life-affirming energies as we help each other
to live loving and productive lives in education.
In
this conclusion I am thinking of the
work of Eden Charles in The Sankofa
Learning Centre ÒWe are in the midst of
an undeclared crisis. In this situation we have to consider different types of
action as a matter of urgency.
Sankofa is an attempt to find an alternative path that works from within
the Black community.Ó
http://www.sankofalearning.co.uk/need.html
I am thinking of the work of Professor Sawamoto from JapanÕs WomensÕ University,
Professor Asada from Waseda University and Professor Ikuta from Niigata University.
You can see references to the work of action researchers in Japan in Jackie
DelongÕs (2004) keynote to the
Japanese Association of Educators for Human Development on ÔAction Research
Implemented in The Grand Erie District School Board: Impact on Teacher Development,
Improvement and the Support SystemÕ at:
http://schools.gedsb.net/ar/articles/japan_march_2004.html
I
am thinking of the work of Moira Laidlaw and her colleagues Dean Tian Fengjun
and Li Peidong at ChinaÕs Experimental
Centre for Educational Action Research in Foreign Languages Teaching hosted by
Guyuan Teachers College. You can connect with this work flowing through
web-space at http://www.actionresearch.net/moira.shtml
I am thinking of the
work of Peggy Leong in her work as Manager of the Academy of Best Learning in
Education (ABLE) in Singapore. See in particular the
conference papers and presentations
at:
http://edt.ite.edu.sg/ite_conf/index.htm
as I continue to do what
I can to enhance the flow of
values that carry hope for the future of humanity and our own in our
educational enquiries. Feeling the flow of
life-affirming energy, in the above accounts
of educational influence in
learning
with their commitment to democratic accountability, enhances my own and I
am most grateful for the pleasure I feel in this recognition.
References
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Additional references to
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Delong,
J. (2004) Action Research
Implemented in The Grand Erie District
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Retrieved 28 March 2005 from
http://schools.gedsb.net/ar/articles/japan_march_2004.html
Eisner,
E. (1993) Forms of Understanding
and the Future of Educational Research. Educational Researcher,
Vol. 22, No.7, pp. 5-11.
Eisner,
E. (1997), The Promise and Perils of Alternative Forms of Data Representation, Educational
Researcher, Vol. 26, No.6, pp. 4-10.
Finnegan J (2000) ÔHow do I create my own
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