Hi all,
Cathie asks 'so not sure, if any of this is helping Louise but they are
interesting questions and prompt reflection on what matters in teaching and
research and so to that end maybe not wholly without a paddle and up the
creek!'
Thank you for that evidence of your teaching practice Cathie.
I have become engaged in this conversation at a variety of levels ...
And while on the one hand watching, and taking on board, and responding when
the opportunity called for something that could be shared off the top of the
head, further engagement has required that I stop, collect, re-read, and
consider how I respond as well as exploring what exactly I want to respond
to.
My interests are with how I help, and help current masters students
undertake a compulsory and introductory research subject, and by only being
able to intervene/teach at the marking level, and at the first reporting of
the commencement of the journey. (see
(1) http://www.communityzero.com/ctltc?go=f1361581;
(2) http://www.communityzero.com/ctltc?go=f1361515
if you are interested in where I am up to with that in detail - it involves
helping adults work with their own practice with narratives to stimulate a
practice-relevant research; and with considering the nature and importance
of voice in written work, especially in making the move from the
traditional/conventional to the reflective self-study that can lead into
awareness of living contradictions.)
I have now three+ files: my collection of the discussion so far, and how I
am interacting with it; a chronology of, and summary notes of the inputs to
date (attached); and annotations to Jack's drafting on Deleuze (attached).
One interesting observation I was making, and which is confirmed by my
chronology and summary notes, was to wonder where Louise was in the
developing discussion.
Then came Louise's extreme action research story.
Louise - how intentional was that sharing?
Do you have a practice of storytelling, and designed to explore how the
listeners/ readers were able to relate to the (designed) story, and in such
a way that it draws some more out of/from them about how they go about the
'active citizenship' of being practitioner-researchers in the profession of
education?
Dianne
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