Hi Susan and others
Yes, I agree - it's been pleasing to see our Ministry of Education in
its latest Maori Education Strategy (Ka Hikitia, see
http://www.minedu.govt.nz/theMinistry/PolicyAndStrategy/KaHikitia.aspx
) focusing on Maori achieving success as Maori though obviously
we have a long way to go.
One way that we can think of responding when people come out with the
deficit-based 'how can we help you meet your needs' language is to
suggest building on the strengths of indigenous peoples. This was the
title of a 2009 edition of a magazine that we put out regularly through
our unit (TDU Talk, the particular issue is
http://www.waikato.ac.nz/tdu/pdf/tdutalk/Aug09.pdf I hope you find it
interesting if you choose to take a look at it.
Warm regards
Pip
On 30/07/2010 11:15 a.m., Susan Goff wrote:
[log in to unmask]"
type="cite">
Re: A note from the 2009-10 e-seminar convenor
Hello Pip and everyone
I agree with your stance here – I am frequently shocked by people
saying that Aboriginal people “need help” - it’s challenging in the
moment of discourse to know how to respond when confronted with this
notion of paternalistic benevolence so presumptive of the utter
vacuousness of Indigenous cultural depth and resilience. These moments
of dissonance in the discourses in the mainstream are perhaps where
decolonisation has real work to do in the souls of the coloniser...
Susan
On 30/07/10 7:14 AM, "Pip and Bruce" <[log in to unmask]">[log in to unmask]> wrote:
Hi all - a very interesting discussion! My
husband and I have had a paper accepted for ALARA entitled "Can the
goldfish see the water? A consideration of 'good intentions' in
cross-cultural practice" in which we discuss just these issues. It will
eventually be available from the ALARA website I would imagine.
But meanwhile, you may be interested in a paper we cite in that
discussion, by an Australian called Damien Riggs. He critiques notions
of benevolence as being 'inherently hierarchical'. If interested, go to
http://www.arts.usyd.edu.au/publications/philament/issue4_Critique_Riggs.htm
(Just copy into your search engine - it works, I just checked to make
sure I hadn't done a typo!)
Warm regards
Pip Bruce Ferguson
On 30/07/2010 4:56 a.m., Alan Markowitz wrote:
In servant leadership, we support the needs
as they are identified by those we serve. It might be a good topic for
you to research a bit. See greenleaf.org <http://greenleaf.org> . There is no
intention of being a "benefactor"
Dr. Alan Markowitz
Director, Graduate Programs in Education
(973) 290-4328
On Thu, Jul 29, 2010 at 9:43 AM, Barra Hallissey <[log in to unmask]">[log in to unmask]>
wrote:
For me good intentions are not enough - every scoundrel claims at one
time or other to be serving the needs of others as defined by the
scoundrel him/herself.
So who identifies what the 'needs of others' are?
Do you trust others to identify their own needs?
What if their needs don't square with what you consider they should be,
what you research priorities are, interests etc ... ?
PS - I'm not inferring that anyone here is a scoundrel or anything like
that, so please don't take offence where none is intended.
Date: Tue, 27 Jul 2010
17:31:44 -0400
From: [log in to unmask]">[log in to unmask]
Subject: Re: A note from the 2009-10 e-seminar convenor
To: [log in to unmask]">[log in to unmask]
Hi,
We heartily agree. Our action research allows us to serve the needs of
others whether they be students or educators.
Alan
Dr. Alan Markowitz
Director, Graduate Programs in Education
(973) 290-4328
On Tue, Jul 27, 2010 at 5:03 PM, Margaret Riel <[log in to unmask]">[log in to unmask]>
wrote:
Hi all,
We also teach service or servant leadership in our program at
Pepperdine as well. We think that it is important for action
researchers to see that they can be lead from any seat, but that
leading doesn't mean taking charge. We think that the real mark of
leadership is to bring forward the best effort in those that make up
any community-- to develop expertise in the people who are engaged in
the work. Often, offering to help is a way to get people engaged in
inquiry. And inquiry is the path toward expertise. So spreading the
mindset of an action researcher with others (inviting your co-workers
to be co-researchers) is a great act of leadership.
Warmly,
Margaret Riel
On Tue, Jul 27, 2010 at 8:23 AM, Charlie Naylor <[log in to unmask]">[log in to unmask]>
wrote:
Hi, Alan, would be very glad to exchange information and will send you
some more about the BCTF’s work when I am back in the office –
currently I am on holiday on an island with dial-up access only so it
takes a while to send any attachments/links etc.
All the best,
Charlie
From:
Practitioner-Researcher [mailto:[log in to unmask]]
On Behalf Of Alan Markowitz
Sent: July 26, 2010 6:30 PM
To: [log in to unmask]">[log in to unmask]
Subject: Re: A note from the 2009-10 e-seminar convenor
Hi Charlie,
I am impressed with your work in teacher inquiry and teacher
leadership. All of our graduate programs involvee action research and
view all educational practitioners in a Servant Leadership model. We
have over 200 Action Research projects in our files and would be
interested in a collaboration, We are a small Catholic college in New
Jersey..
Dr. Alan Markowitz
Director, Graduate Programs in Education
The College of St. Elizabeth
(973) 290-4328
On Mon, Jul 26, 2010 at 7:53 PM, Charlie Naylor <[log in to unmask]">[log in to unmask]>
wrote:
Thanks, Jack. I am the Senior Researcher with the British Columbia
Teachers' Federation (BCTF) in Vancouver, Canada. The BCTF is the only
teacher union in the province of BC and represents over 40,000 teachers
in Kindergarten-Grade 12 public schools.
The BCTF has been involved in supporting teacher inquiry for some
years, and this next year we are hoping to have at least ten projects
across the province. Last year we had over 200 teachers participating
in union-led teacher inquiry. We have a team of 18 facilitators who
meet with Inquiry groups and these facilitators receive training in
building and extending facilitation of teacher inquiry.
I completed my PhD at the University of British Columbia in 2007 which
focused on teacher inquiry as professional development. Another
research interest is in teacher leadership where I have partnered with
other teacher union and academic researchers in a number of countries
including Australia, England, Scotland, the Republic of Ireland and the
USA. This work explores the nature of teacher leadership in
professional development.
Cheers,
Charlie Naylor
-----Original Message-----
From: Practitioner-Researcher [mailto:[log in to unmask]]
On Behalf Of Jack Whitehead
Sent: July 23, 2010 4:04 AM
To: [log in to unmask]">[log in to unmask]
Subject: Re: A note from the 2009-10 e-seminar convenor
Welcome to Naretha Pretorium, Rachel Perry and Charlie Naylor who have
recently joined our e-seminar.
Dear Naretha, Rachel and Charlie - do please post a some details of
your context and research interests.
Leo Chivers joined the e-seminar some time ago and here are some
details of Leo's interests:
Leo is a Senior Lecturer in Early Years and Professional Development
in the School of Education at the University of Hertfordshire in the
UK. Leo writes:
"I have previously worked as a leader and manager in Children’s
Centres, Sure Start, health services and disability fields. This in
turn led me to be involved in the delivery of programmes about the
Leadership of Integrated practice (e.g. the NPQICL National
Professional Qualification in Integrated Centre leadership). Much of my
work has been about the leadership of reflective practice in
inter-professional learning communities.
I am in my second year of an Ed.D. and my research is about contrasting
the lived experience of inter-professional interactions with the
outcomes – driven policy framework for children’s services in the UK.
I am using phenomenology as a way to explore this and to discover what
types of learning helps develop awareness of these interactions.
I definitely feel I am operating at a "beginner's stage" but have
indeed been fascinated by some of the contributions made in this
community and am sorry that I have lurked on the periphery for so long
."
Love Jack.