5.15-7.00, 1WN 3.8 on 6 June 2006.

Looking forward to seeing you. After we have caught up with each others' news I'd like to spend some time on the following:

1) Transforming the given curriculum into a living curriculum.

Our given curriculum is at:

http://www.actionresearch.net/writings/tuesdayma/rmeword.htm

I'm seeing my tutoring on Tuesday evenings as a mediation between this given curriculum and the creation of your own living theories as you create your own living curriculum. What I thought I'd do, and you can let me know if this is helpful, is to share ideas that I think met the given curriculum while focusing on the creation of your living curriculum and educational theorizing in your evidence-based narratives of your educational influence and growth of educational knowledge. You can see my first attempt to do this at:

http://www.actionresearch.net/writings/monday/rmewordjw.htm

Where I use Geoff Whitty's 2005 BERA Presidential Address to focus on an important distinction between educational research and education research. I also draw attention to the idea of reflexivity.

What I'd like you to do is just to browse through the given curriculum to see if anything interests you that you'd like me to focus on.

2) Accessing e-journals.

I've put the instructions for accessing e-journals at:

http://www.actionresearch.net/writings/monday/libraryejournals.htm

3) Elliot Eisner's Primacy of Experience and the Politics of Method.

I'm very impressed with the work of Elliot Eisner and his latest book on Reimagining Schools (Routledge, 2005) contains his 1988, 1993 and 1997 papers that I'd like us to evaluate. On Tuesday I'd like us to be clear about what he means by the hegemony of the propositional form and about art as image of feeling. I'll bring in the Shona sculpture by Daniel Musambika called Ring of Love to explore the meanings of art as image of feeling.

If you have managed to access his Primary of Experience and the Politics of Method it would be good if you could bring a copy in for us to focus on his meanings.

4) Evidence-based explanations of educational influences in learning.

Ed, Steve and Joy have brought in evidence-based accounts that focus on the importance of understanding educational influences in learning. I think everyone in the group embodies, in their relationships with pupils, a living and relational way of responding and knowing that had yet to receive wide recognition in the Academy as a legitimate way of knowing in education. I think Marian Naidoo thesis on her emerging living theory of inclusional and responsive practice and Eleanor Lohr's thesis on Love at Work have embedded in the Academy this relational and living way of knowing. You can access the Abstracts of their theses for Eleanor at:

http://www.bath.ac.uk/~edsajw/lohr.shtml

and for Marian at:

http://www.bath.ac.uk/~edsajw/naidoo.shtml

Do bring on Tuesday, any draft writings, evidence or thoughts to share on how me might strengthen the accounts of our educational influences in learning. Marie and I have analysed our educational influence in each others' learning as we co-create our living standards of judgement. We've just submitted this account for the Action Learning, Action Research and Process Management conference in August and you can access our programme notes at:

http://www.actionresearch.net/writings/monday/jwmhalarpmprog.htm

and our full paper at:

http://www.actionresearch.net/writings/monday/mhjwvalues15.htm

We will also bring along our multi-media paper we produced for the Congress to show how the politics of method, in the Congress requirements for publication, have eviscerated the meanings carried by visual narratives and art as images of feeling.

Looking forward to our session. Do bring ideas, concerns, papers, books you are reading, to share.

Love Jack.