Apologies - I hit the send button by mistake! Here are the values I was about to list as being evident in the video clips:
Conviviality - in the clips of Jack, Peter and Jean
Inclusion - in the clips of Alan, Nigel, Marie and JeKan
Commitment - in the clips of Jack and Maggie
Life-affirming energy in the clips of Jack, marie and Jean
Humanness - in the clips of Yaakub and Nigel
Unity - in the clips of Alan, Marie and Jean.
I was particularly impressed with the video clip of Nigel - about whom I know nothing, not even his surname - but in listening to him speak, I could discern compassion, humanness and love all bound together and embodied in him - an example of what Marian Naidoo (I think!) calls 'a passion for compassion'.
Viewing the video clips was truly a life-enhancing and positive experience for me so thank you, Jack, for posting them on YouTube.
Bernie.
BERA Practitioner-Researcher <[log in to unmask]> wrote:
<
< 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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