Is that what you are planning to say to the teachers and educators who
and whose teaching abilities and practices are being diagnosed and
determined according to League Tables as opposed to individuals'
qualitative transformations as individual autonomous human beings and
learners. By this transformation on the part of individuals I mean,
Has this individual learner become a happier person, more confident,
more open up, easier to interact with, more secured and less
frustrated and angry?
Has his/her ability to engage with incoming material and critically
analyse it improved significantly?
Is this individual on the right track to fulfil his/her abilities?
Instead we need to meet and fulfil arbitrary League Tables or perish.
Resisting and frowning angainst this unjust dehumanisation and
fighting and improving this very frustrating situation is more
important than ideal talk about smiles or love.
Quoting Jack Whitehead <[log in to unmask]>:
> Dear Brian (and all),
>
> What I'd like to do, in a couple of weeks after the British
> Educational Research Association conference, is to post the urls to
> some short video-clips of the BERA presentations from the list below
> from members of the practitioner-researcher group of the Centre for
> the Child and Family of Liverpool Hope University, with brief
> visual narratives that focus on the meanings of our desires:
>
> "To contribute to the development of knowledge and understanding in
> all fields of education, characterising all work with values
> arising from hope and love." (This is a purpose of the Faculty of
> Education of Liverpool Hope University).
>
> I'm working with an understanding of philosophy as loving wisdom and
> I'm hoping to be able to clarify and communicate some meanings of
> knowing relationally that can be included in loving
> wisdom in educational relationships and explanations of educational
> influence.
>
> I'm hoping to share meanings of values arising from hope and love as
> explanatory principles in explanations of educational influences in
> learning that can be understood as 'Knowing Relationally'.
>
>> But I can only
>> really know
>> by being present
>> experiencing
>> the seminar
>> relationally.
>
>
>
> Love Jack.
>
>
> On 28 Aug 2011, at 21:39, Brian wakeman wrote:
>
>> Knowing Relationally
>>
>> I'm very interested
>> in this idea of
>> 'knowing relationally'.
>> I can't be at BERA
>> in September,
>> so I cannot know directly
>> about how
>> the seminar goes.
>> I can coldly know
>> through statistical figures
>> about attendance
>> which doesn't satisfy.
>> I cannot judge
>> the value
>> by numbers.
>>
>> I can read
>> others' accounts,
>> and enter vicariously
>> into their portrayal
>> of the ideas, the mood,
>> the interactions,
>> the energy flow.
>> But I can only
>> really know
>> by being present
>> experiencing
>> the seminar
>> relationally.
>>
>>
>> rom: Jack Whitehead <[log in to unmask]>
>> To: [log in to unmask]
>> Sent: Sunday, 28 August 2011, 19:53
>> Subject: Re: How do i~we explain our educational influences in
>> learning to improve our educational influences as
>> practitioner-researchers within the social and other formations
>> that dynamically include us?
>>
>> Do have a look at the updates on Jacqueline Delong?s spanglefish
>> web-site at :
>> http://www.spanglefish.com/ActionResearchCanada/ in the Bluewater
>> Master?s Cohort in Ontario, Canada at:
>> http://www.spanglefish.com/ActionResearchCanada/index.asp?pageid=255602
>>
>> The latest posting is from Cathy Griffin on:
>>
>> How can I improve my Practice by Living my Values of Love,?> Trust
>> and Authenticity more fully?
>>
>> Abstract:?> The investigator in this action research study set out
>> to improve her relationships with others by undertaking a
>> three-part action research project. First, she employed a wellness
>> approach to restoring balance in her life by improving her fitness
>> and developing mindfulness. Second, she reflected on the impact of
>> key incidents in her childhood ? specifically childhood sexual
>> abuse. Lastly, she employed a conflict management?> strategy. Data
>> was collected in the form of journals, video journals,?> personal
>> communication and video recorded conversations with critical
>> friends and a validation group. Through the process of action and
>> refection cycles and with the help of others, the investigator was
>> able to identify her core values as love, trust and authenticity.
>> Furthermore, she was able to gather evidence of her values in
>> practice, her educational ?> influence and record changes in her
>> self-concept over the course of the project.
>>
>> *************
>>
>> If you are attending the 2011 British Educational Research
>> Association Annual at the Institute of Education of the University
>> of London 6-8th September you might like to support the
>> presentations of the following members of our
>> practitioner-researcher e-forum. Je Kan Adler-Collins is coming
>> over from Fukuoka University in Japan to present his ongoing
>> research in Japan and China:
>>
>> JeKan Adler-Collins 06-Sep-2011 11:15-12:30 Room 646
>> Eye of the tiger: times of transition and change in nurse education in China
>>
>> Je Kan Adler-Collins 06-Sep-2011 09:55-11:10 Room 801
>> Integrating the excluded middle: empowering middle aged Japanese
>> women to return to higher education through the medium of community
>> health promotion programme of holistic touch therapy.
>>
>> Sonia Hutchison 06-Sep-2011 09:55-11:10 Room 801
>> How can I improve my practice as a Chief Executive working with
>> carers and their families creating my living theory of mindfulness
>> and learning?
>>
>> Joan Walton 07-Sep-2011 09:00-10:30 Room Nunn Hall
>> Developing a collaborative inquiry partnership between a university
>> and a local authority to improve the wellbeing of children.
>>
>> Main Conference Parallel Session 2: Transforming educational
>> knowledge through practitioner-research.
>>
>> Nigel Harrisson 07-Sep-2011 09:00-10:30 Room Drama
>> How can I continue to improve my practice as a manager and a leader
>> in children's services at a time of transformational change?
>>
>> Marie Huxtable 07-Sep-2011 09:00-10:30 Room Drama
>> How do I improve what I am doing with a living theory praxis?
>>
>> Chris Jones 07-Sep-2011 09:00-10:30 Room Drama
>> How can I continue to improve my practice as a Senior Inclusion Officer?
>> *****************
>> Jack Whitehead 07-Sep-2011 09:00-10:30 Room 539
>> Developing a relationally dynamic epistemology for educational knowledge.
>>
>> Marie Huxtable 07-Sep-2011 13:30-15:00 Room Drama Studio
>> How do I contribute to improving educational relationships, space
>> and opportunities?
>>
>> Marie Huxtable 08-Sep-2011 08:30-10:00 Room Nunn Hall
>> Generative and transformational forms of evaluation and
>> accountability of educational practice.
>>
>> Joan Walton 07-Sep-2011 13:30-15:00 Room Nunn Hall
>> Developing Boyer's idea of a new scholarship with early years
>> practitioners through collaborative inquiry and living theory.
>>
>> ****************
>>
>> Do please send on any urls to your own work that you would like to
>> see added to our archives.
>>
>>
>>
>
> -----------------------------------------------------------------
> When Martin Dobson, a colleague in the Department of Education
> at the University of Bath, died in 2002 the last thing he said to me
> was 'Give my Love to the Department'. In the 20 years I'd worked with
> Martin it was his loving warmth of humanity that I recall with great life
> affirming pleasure and I'm hoping that in Love Jack we can share this
> value of common humanity.
>
> Professor Jack Whitehead
> Liverpool Hope University
> Hope Park
> Liverpool L16 9JD Email: [log in to unmask]
> Web: http://www.actionresearch.net
>
> Visiting Fellow, University of Bath.
>
> See the Educational Journal of Living Theories (EJOLTS) at:
> http://ejolts.net/
>
>
>
>
>
>
>
>
>
>
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