Dear Alan, Ndugu yangu,
No need for 'oh dear' in respect of my unsubscribing. What can you imagine
you've written to bring about my leaving the list? Nothing at all that has
been posted on the list by anybody has moved me to unsubscribe. Moving on is
an indigenous~endogenous need; my nomadic ecology of inclusion takes into
account 'over grazing' (warm smile). I've thoroughly enjoyed myself, in
esteemed company.
hug
Yaakub
-----Original Message-----
From: BERA Practitioner-Researcher
[mailto:[log in to unmask]] On Behalf Of Alan
Rayner
Sent: 16 January 2007 11:05
To: [log in to unmask]
Subject: Re: Practitioner research - World Leading Enquiry into the Nature
of Educational Leadership
Dear Yaqub and all,
Oh dear!
It appears that in my enthusiasm I have lost circumspection and not
sufficiently put my two recent postings into context. I don't understand
why Yaqub wants to unsubscribe in response to what I was saying, and I
guess I should have held back.
My posting arose from feelings of disquiet I was having, in the context of
Je Kan's offering, about the dangers of trying to play the 'World Class
Leadership Game' according to rules imposed by the RAE regime.
Fundamentally I felt that these dangers were about the possibility of
adopting a compromised and inauthentic position in order to fit in with the
mindset of those setting down the rules. One, extremely understandable and
tempting response is simply to walk away from that regime, recognizing that
it is not governed by the same principles that we/I might espouse. But that
response carries the risk of cutting off our nose to spite our face, when
we can't ignore the culture in which we are included even though we may not
want to abide by the rules of that culture (this is the 'Catch 22' of
living in an adversarial culture, that many of us are trying to negotiate
on a day-by-day basis). Generally I don't think it is possible to transform
an adversarial culture by entirely excising oneself from it, which is why I
have not as yet entirely excised myself from my biological neighbourhood
(though I have been excised from the 'Biology unit of assessment' in the
RAE exercise because my research 'does not fit with the strategy of this
unit or anywhere else').
The way out of this loop of appearing hypocritically to claim 'world
leadership' based on prescriptive rather than evolutionary 'standards of
judgement' came to me in the form of including enquiry into the nature of
leadership in the practice and theory of educational research. By so doing,
we can align ourselves with a very different form of leadership or
'craftsmanship', based on humility, from that propounded by the RAE
exercise. If 'education' is about 'leading out', then educational research
is fundamentally about leadership and what I think this research is
pointing to is the need for transformation of the very concept of
leadership from impositional to inclusional. In that sense we might claim,
in all humility, to be 'world-leading', exposing the 'nonsense' in the
foundational assumptions of objective rationality.
I also hastily copied, without explanation, some correspondence with Ted
Lumley regarding the notion of 'sovereignty', because I think it is
fundamental to this question of the nature of leadership.
Apologies for 'jumping the gun'.
Warmest
Alan
--On 16 January 2007 08:17 +0000 Paul Murray
<[log in to unmask]> wrote:
>
>
> Dear Jack, Dear Alan and all,
>
>
>
> Alan's posting has reminded me that as an educator and educational
> researcher I'm self-evidently inclusional, as well as nomadic when it
> come to epistemological fields and in my teaching, I believe, I breathe
> 'inclusional nomadology' (thanks to Deleuze and Guatarri).
>
>
>
> I'm wondering if there is a similar list within BERA for the exploration
> of critical pedagogy and progressive educational theory. If there is
> could you -- somebody perhaps -- let me have the details for it, please?
>
>
>
> In any event, Jack, if you could unsubscribe me from this list, please,
> or just let me know (again, sorry) how I can unsubscribe.
>
>
>
> Thank you.
>
>
>
> Yaakub Murray
>
>
>
>
>
>
> __________________________________________________
>
> From: BERA Practitioner-Researcher
> [mailto:[log in to unmask]] On Behalf Of
> A.D.M.Rayner Sent: 15 January 2007 20:34
> To: [log in to unmask]
> Subject: Practitioner research - World Leading Enquiry into the Nature of
> Educational Leadership
>
>
>
> Dear Jack and all,
>
>
>
> I feel quite excited about the upshot from this evening's conversation,
> whereby we can recognise an opportunity to turn the notion of
> 'World-Leading Research' on its Head, through our understanding of
> inclusionality, and so, like my Shadowy Tennis Player appear to be
> 'playing the game' whilst bending its 'rules' to our 'advantage'.
>
>
>
> We are showing through our enquiry how the very notion of 'leadership'
> can be transformed into one that can help to address the social,
> environmental and psychological challenges of the twenty first century
> rather than exacerbate them. We are transforming our understanding of
> what 'world leading' really means from that which imposes itself on the
> world to that which places itself dynamically in the world.
>
>
>
> Something like that.
>
>
>
> This feels much better than being obliged non-authentically to justify
> practioner research in the very terms and venues that we find most
> questionable.
>
>
>
>
>
>
>
> Warmest
>
>
>
>
>
> Alan
>
>
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