I'm wondering if the following two contributions can help us to come to a
better understanding of practitioner-researchers' explanations of
educational influences in learning.
Pip, Moira, Je Kan and I have made earlier contributions to 2008 Issues of
the Open Dialogue section of the BERA publication Research Intelligence (you
can access these in issues 102, 103 and 104 at
http://www.bera.ac.uk/blog/category/publications/ri/ ). Pip started the ball
rolling with the idea of an epistemological transformation of educational
knowledge. I've responded to Pip, Moira and Je Kan in Issue 105 with a piece
on 'An Epistemological Transformation in what counts as Educational
Knowledge'. You can access this at:
As you will know from previous postings I've been claiming that multi-media
accounts can communicate new meanings in explanations of educational
influences in learning. I'm thinking of meanings that flow with a
life-affirming energy with values. In the above piece in Research
Intelligence you can click on the live url provided by Moira that should
take you directly into the contents of the first issue of the Educational
Journal of Living Theories. This includes a multi-media contribution from
Branko and Marica Zovko on pupils as researchers.
I'm hoping that you will let me know what you think of the claims I'm making
in the contribution to RI.
The second contribution is Chris Jones' answer to her question, 'How do I
improve my practice as an inclusion officer working in a children's service?'
You can access the final draft of Chris' masters dissertation in which she
explores and answers her question at
As this is the first master's multi-media submission I've been able to put
on the web in htm format (the disadvantage is that the page numbers are
lost) I'd like to hear if you can easily access any of the video-clips. You
will see that the second video-clip is of Alan's 'paper dance' where he is
explaining the importance of developing an understanding of inclusionality
that avoids the severing of boundaries.
Through her use of narrative and visual data I believe that Chris offers a
clarification of the meanings of her living values, as standards of
judgment. I also believe that Chris' account is a significant contribution
to an epistemological transformation in educational knowledge.
Looking forward to continuing our conversations on explanations of
educational influences in learning, in 2009.