From: Practitioner-Researcher [mailto:[log in to unmask]]
On Behalf Of Jack Whitehead
Sent: Friday, December 17, 2010 9:20 PM
To: [log in to unmask]
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?
Hi Brian (and all) - I think a criticism of living educational theory by Susan Noffke (1997) may connect closely with your concern:
'The idea of practitioners questioning the basis of their work is an essential element to action research efforts across a wide variety of contexts (e.g., Carr & Kemmis, 1988; Elliott, 1991; Whitehead, 1993; Zeichner, 1993). Some (e.g.,
Dadds 1995) highlight subjectivity and practitioner reflection and are rich explorations of the layers of self in action research. Others, while also included the subjective, lived experiences of practitioners, centre on the personal and professional growth
of the individual teacher as a "means for the principled modification of professional practice" (Wells, 1994, p. 25). There is some evidence too, that concepts such as freedom, rationality, justice, democracy, and so forth, play a role in the examination of
both personal theories and practices (e.g., McNiff, 1993). These, in turn, are seen as acting to encourage a support efforts to challenge trends within the educational system such as obstructing the realization of the "living educational theory" (Whitehead,
1993).
As vital as such a process of self-awareness is to identifying the contradictions between one's espoused theories and one's practices, perhaps because of its focus on individual
learning, it only begins to address the social basis of personal belief systems. While such efforts can further a kind of collective agency (McNiff, 1988), it is a sense of agency built on ideas of society as a collection of autonomous individuals. As such,
it seems incapable of addressing social issues in terms of the interconnections between personal identity and the claim of experiential knowledge, as well as power and privilege in society (Dolby, 1995; Noffke, 1991). The process of personal transformation
through the examination of practice and self-reflection may be a necessary part of social change, especially in education; it is however, not sufficient.' ( Noffke, 1997, p. 329)
Noffke, S. (1997) Professional, Personal, and Political Dimensions of Action Research in, Apple, M. (Ed.) (1997) Review of Research in Education, Vol. 22, Washington: AERA.
Where you say:
"The urgency for interventions has not diminished,
and as time passes I wonder if my attention would not be better directed toward actions that are motivated by 'agape' and bring about human flourishing, rather than being centred in the "I"."
I agree with you in believing that it is desirable to direct our attention to actions that are motivated by 'agape' and that bring about human flourishing. I believe that I am doing this in my own enquiries and through supporting the enquiries
of others that involve an individual 'I' expressing their educational responsibility for enhancing the flow of values that carry hope for the future of humanity. I think the Transformative Education/al Studies project funded by the National Research Foundation
of South Africa between 2011-14 is grounded in these actions (see-
http://www.actionresearch.net/writings/southafrica/TESproposalopt.pdf ).
The I~we in the question of the subject line of the email is intended to communicate the idea in an Ubuntu way of being of 'I am because we are'.
Where you ask:
"... but is it possible with this wonderful opportunity for you and Jean to only slightly adjust the focus of your input to transmitting understanding and skills for local people to research, and plan interventions that will make a difference to lives and learning: the "it", the "we", the "us", the "them", rather than the prime focus on the "I"? "
What I'm hoping (and Jean can speak for herself) as we work together, is that the participants in the workshop are enabled to produce the kind of accounts that Jean has recently supported on 'Action research for teachers in Qatar' (see http://www.jeanmcniff.com/userfiles/file/qatar/Qatar_Action_Research_booklet_email.pdf
), and that are sensitive to contextual issues, and indigenous knowledge in Nigeria. I'm hoping to stress the importance of the embodied knowledge and the knowledge-creating capacities of the participants in a process of enquiry. I don't tend to think of myself
'transmitting' understanding and skills as I respond to enquiries about improving practice in specific contexts in the creation of living educational theories. I think my prime focus is the expression of the knowledge-creating capacities of individuals as
they explore the implications of asking, researching and answering questions of the kind, 'How do I improve what I am doing?' in producing their living educational theories. I'm primarily interested in accounts (contributions to public knowledge) that are
focused on both improving practice and generating knowledge that include meeting Noffke's criticism by showing how the enquiries are contributing to the education of social formations (this includes the 'it', the 'we', the 'us' and the 'them').
As I continue to account to myself and to others for learning and living the values that carry hope for the future of humanity I am seeking to fulfil the 'humanizing influence' and the 'values arising from hope and hope' in the Vision and
Purpose below:
Vision: The guiding vision and orientation of the Faculty is to develop educational thought and practices which promote education as a humanising influence on each person and on society locally, nationally and internationally.
Purpose: To contribute to the development of knowledge and understanding in all fields of education, characterising all work with values arising from hope and love. (From the Strategic Map 2010-11 of the Faculty of Education of Liverpool Hope
University see
http://www.actionresearch.net/writings/lhu/LHUFacultyStrategicMap2010-11.pdf
Love Jack
On 17 Dec 2010, at 10:55, Brian wakeman wrote:
Hello Jack,(and Jean),
I've just been reading Michael Buerk's 'The Road Taken', 2004, London, Hutchinson, and blogging elsewhere about the researcher as journalist, and 'narrative enquiry'.
When I recall the awful events of the famine in Ethiopia and at Korem in particular, and the impact of Buerk's film report creating a wave of compassion I feel it is not so much the "I" of
educational influences, but the "it" of the situation that is prior in importance; not so much the "me" and "my" but the "us" and "them", real change that should be the focus.
Of course Korem, Band Aid and the like seem lost in history now, but Martin Bell "In Harm's Way" (1995. London. Penguin. Last month's reading ) reminded me that the unspeakable events of Nazi
Germany were repeated in Bosnia, and even now in Iraq thousands of Christian families are been driven out of their homes in a new ethnic (religious) cleansing, according to Barnabus reports.
All the above may seem over dramatic, ................
so in classrooms my particular action-research in HE can be focused in 'my' educational influences on trainee teachers, and 'my' impact on their teaching and students' learning, or it can
be on "their" learning with them, on "developments in teaching" rather than on "Brian" and his influences.
The urgency for interventions has not diminished, and as time passes I wonder if my attention would not be better directed toward actions that are motivated by 'agape' and bring about human
flourishing, rather than being centred in the "I".
I only know what I read about Africa, having no current direct experience.... but is it possible with this wonderful opportunity for you and Jean to only slightly adjust the focus of your
input to transmitting understanding and skills for local people to research, and plan interventions that will make a difference to lives and learning: the "it", the "we", the "us", the "them", rather than the prime focus on the "I"?
Are the priorities "me" and "my", the "I", or rather situations, the quality of learning, life chances?
It's only a minute shift, but maybe I have misunderstood your emphasis and preoccupation?