As I engage with and contribute to discussion on the BERA Practitioner list
I am undertaking research as a practitioner. How is this list enabling a
growth of educational knowledge? What are its functions for practitioners?
Early indications suggest: (and there is NO intention to criticise anyone)
1) It is primarily a social networking site where practitioner researchers
keep in touch, encourage one another and share gifts (poems, video, jpegs).
2) The way the threaded discussions as 3 questions in the seminar are framed
is more likely to attract postings from Living Educational Theory adherents
than from practitioners who come from other research approaches & paradigms.
3) When a posting is made the main determinant as to the kind of and amount
of response it reflects whether a perceived group leader chooses to respond.
4) When someone posts to the e-seminar from outside the social grouping one
of two things occurs. Either the posting is ignored (or 'capped') so the
person is identified as out-group or the person is welcomed by the in-group.
5) What counts as educational knowledge is determined by the activity of the
main social group who post and not necessarily by the quality of knowledge
shared. (The social group might argue their knowledge is superior anyway?)
The purpose of my research is to explore ways of e-enabling teacher research
and in particular to look at how blogs assist/inhibit a growth of learning.
If you know of any related research into social networking using any on-line
environments I would be very grateful to know as I prepare my AERA'08 paper,
Kind regards,
Sarah
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