Dear Jack,
Thank you for responding to my email, albeit rather cynically towards the end.
'I'll do as Sarah suggests and reflect on my own responses and lack of response
in a way that helps me to face and move beyond abuses that are disabiling to my
well being and/or life threatening, such as those we have just witnessed in
London.'
I urge you to look a little beyond your own well-being in your reflections - if
you read my posting again you will see that I was suggesting you reflect on
Jane's posting in relation to the need for better communication as a way of
avoiding global build up to aggression and violence. I am shocked you appear to
make light of what occured last Thursday - unless 'life threatening' has a
different connotation in your message? My intention - and I hope it was clear -
was to suggest that we 'act locally and think globally' i.e. on this list we
rebuff exclusion, as we bear in mind of those caught up in Thursday's events.
Due regards,
Sarah
PS Doreen's successful MA we referred in our AERA 05 Sstep papers is on TR.net
--
Sarah Fletcher
SL Mentoring and Induction, BSUC
http://www.TeacherResearch.net
Tel. 01225 875875
Quoting Jack Whitehead <[log in to unmask]>:
> I do like Sarah's suggestion that we look at this BERA practitioner
> researcher list as a microcosm -
> with a potential to communicate - and to improve things ... How far are
> participants
> listening and taking heed of one another? How far are we having simultaneous
> conversations that actually exclude rather than sharing ideas and 'growing
> on'.
>
> This suggestion support's Pete's previous point:
>
> 6. How shall I check that my judgement about what has happened is reasonably
> fair and accurate ?
> If the collaborative enquiry outlined above develops to the point where it
> produces its own archive by means of 4. and 5. above, then that archive will
> implicitly contain judgements about what is happening i.e. to what extent
> the enquiry is responding to the question posed. Validation of any such
> judgements or claims will come about through contributors occupying other
> ‘galaxies’/strands adapting the process in order to themselves respond to
> questions of the sort: “How can we review the contributions to the xxxxxxx
> strand of this e-seminar and thereby develop standards of judgement which
> help us to understand the nature of educational theories and what counts as
> evidence of educational influences in learning”.
>
> from his posting on Tue, 5 Jul 2005 16:54:01 +0100 at:
> http://
>
www.jiscmail.ac.ukcgibinwebadminA2=ind0507&L=berapractitionerresearcher&T=0&F=&S=&X=0
> 2F26D680B6D057E45&Y=edsajw%40bath.ac.uk&P=5427
>
> (you might have to copy and paste this url into the browser. I noticed that
> long urls only seem to
> make active the first line)
>
> With Jiscmail we can order the list in terms of authors contributions to the
> e-seminar and print
> these off.
>
> I'll do as Sarah suggests and reflect on my own responses and lack of
> response to see if I can
> develop a better understanding of my living and inclusional educational
> standards of judgement in
> a way that helps me to face and move beyond abuses that are disabiling to my
> well being and/or
> life threatening, such as those we have just witnessed in London.
>
>
> Love Jack.
>
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