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How can we work together as a group?

Is it as focused as it needs to be?

Hannu - 2018 read the IPCC report and was frightened into acting.

Gørill - developing Teacher Ed, to have these conversations

Mervi - refugee children

Jellen - First time @ PEP keen to learn

Carlos - the normative topic to sustainability , normative and ethical questions to legitimatise education?

Nick - climate change ed, & eco-social education.

Kathleen - feels across theme groups

Maria - Social justice as the focus of education

Amoni - social justice issues, broadly

Katrin O- children with autism, learning connected to relating to other children in informal contexts.

Ingrid - relationships between Norwegian teachers and newly arrived migrants

Christine EG - What does this mean for the Waradjuri? How does reserach with elders and young people feed back into the community. These young people will be the Waradjuri elders .

How can we engage in action?

How can we reach people out of the group?

How can we change practices??

How can we ask ethical questions about education?

Looking at inclusion using TPA

If education is not for saving the planet, then what is it for? What about the children?

Urgencies - climate emergency, indoctrination, lack of teachers (and those wanting to become teachers), inclusion.

what do we do?

Hannu’s example of slowing down Teacher Ed with socratic dialogue.

We need to educate subjects (not objects of neoliberal)

How do we communicate the research we are doing in this kind of group? What are the target groups?

How do we want to continue?

In teacher education we have the curriculum. How do we rethink the curriculum to as pedagogical and normative questions? It matters who answers those questions. You need to get the resources to be able to do that.

Can we reflect upon how education that focuses on sustainability and social justice could be developed in a way that avoids both unjustified indoctrination and a distanced approach? We know that neither of these two ends of the spectrum, in the absence of space for normative and personal positioning, inspire or engage people with sustainability

Teaching as art.

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Sharing ideas about how we go forward together

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Gp Katrin, Leanne, Lena, Jaana, Mervi, & Sally.

decontextualisation of education, you can see what happens when people are taken out of their context.

inequity, racism,  etc are shown to  structure institutions, TPA can show these structures.

learning is changing participation, changing practices

the word apprenticeship is used in a different way, this chapter brings it back into the discussion.

Why is this type of learning not what happens in schools?

Learning is inherently social, always about relationships, partnerships and researching together is best.

Bureaucracy means people need to find another to learn, new ways to intervene in order to measure outcomes.

Who is alienated in these processes? And why?

Professional identity, ‘becoming’.

How do we re-centre children’s wellbeing? in Sweden?

How does fast policy effect learning? *effective learning* in Norway.

Sustainability for who? How do we promote what we want to promote?

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Lill, Ingela, Annelie and Sally

Coming new to SEd,  so there were many layers to unpack.

What type of PD teachers get offered, Majority of invoices for special ed, but nothing about intersectionality and most PD is about a specific need eg adhd & autism

Universal Design for Learning- too focused in individual issues?

6.4% of school students are in BOUP Sverige - race and gender issues need to be considered

In Aus so much does not get considered in their version of inclusion. The social context and the underlying ethos of school itself. Education is more instrumental than developmental. Power is rarely talked about, whose knowledge is important?

Is there a danger of just getting into an endless loop of recategorisation?

Political rhetoric effects school. This climate brings into question about ethics and values.

Methodological issues are in focus on these two papers, is it possible to use intersectionality as a way of understanding practices. The intersection onion can be overlaid?

Always a political and micro-political dimension.

What effect does an understanding of intersectionality effect your leading, your teaching, your learning and what enables and constrains it?

Is the notion of intersectionality useful for our research projects?

So much of it is about praxis - we are all the ’other’.  Coming back to questions of power again.

Being open to others experiences of life, power. Reciprocity.

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Lecture and workshop delivered on Tuesday, August 29, 2023

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A focus on practice-based and ecological approaches.

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Reflections on Intersectionality Readings #7

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Reflections on Intersectionality Readings #7

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Reflections on Intersectionality Readings #6

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Reflections on Intersectionality Readings #6

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Reflections on Intersectionality Readings #5

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Reflections on Intersectionality Readings #5

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Reflections on Intersectionality Readings #4

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Reflections on Intersectionality Readings #4

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Reflections on Intersectionality Readings #3

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Reflections on Intersectionality Readings #3

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Reflections on Intersectionality Readings #2

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Reflections on Intersectionality Readings #2

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Sue is participating online, having caught a head cold/chesty thing in Glasgow. Hope to be better tomorrow! It is text based, I can't draw it.
Lave Reading:
"learners learning rather than learners being taught"
"a social theory of learning, rather than psychological one"
Social theory of learning avoids anti-deficit thinking e.g. "blaming marginalized people for being marginal". e.g "The logic that makes success exceptional but characterizes lack of success as not normal will not do. It reflects and contributes to a politics by which disinherited and disenfranchised individuals, whether taken one at a time or in masses, are identified as the un- or dis-abled, and thereby made responsible for their “plight”.

Indigenous authors have been writing about this for decades - it is probably why I have always been drawn to Lave & Wenger/ Lave ["learning is a facet of the communities of practice of which they are composed".]. Educational psychology has been critiqued for its racialised assumptions yet it persists as unproblematic core content in teacher education.

I see parallels with Bernstein's ideas about elaborated and restricted codes, from this summary/excerpt of Scribner and Cole (1973):

"Formal education was supposed to involve “out-of-context” learning in which instruction organizes learning activities; learners build understanding through abstraction and generalization, which produces less context-bound, more general understanding, and results in broad learning transfer to times and places elsewhere and later. In informal education learning was supposed to be embedded in everyday activities, taking place through demonstration, observation, and mimesis. The product was supposed to be a literal, context-bound understanding, one not conducive to general learning transfer."

Levon Blue, Ali Sammel and I troubled the notion of "informal" education in our Indigenizing Education (2020) book - "informal" was often used to describe how education occurred in Indigenous community settings, which of course Indigenous scholars have critiqued and dispelled. "Researchers were not talking about two different but equally good ways to learn. Rather, they assigned positive value to the formal side, negative value to the informal – the same basic assumptions as cognitive theories of learning."

Racism as educational practice - from the Egypt example:
"the historical relations between the Western obsession with representation as the mode of knowing, and colonial empire-building by Europeans in the Middle East. He extends Foucauldian arguments about knowledge/power relations as he links empire-building and representational practices in Europe from the eighteenth century to the present"

This is another way of describing a racist Western lens: "deriding existing educational practices". It is typical in educational research to not name it as racism.

A good example of onto-epistemology: "The order of teaching, in other words, even the order of the day, was inseparable from the necessary relation between texts and commentaries that constituted legal practice. Practice was not something organised within the indifferent order of the timetable; it unfolded in its meaningful sequence."

Where the problem lies when teaching/education is dominated by one cultural group: "From the point of view of the dualist formal/informal model, indeed cognitive theory in general, culture becomes shared via cultural transmission. It is the transmitter’s point of view that is implicitly privileged."

I love this example: "Margaret Carlock a few years ago to generate a chemistry program aimed at non-wizard students in an East Bay high school (personal communication).

Footnote

¹² This program ballooned in numbers of students, students who learned chemistry so well that, incidentally, they made record national test scores in record numbers, over a period of years. The problem as the teacher construed it was to figure out how to make it possible for students to participate intensively in chemistry as part of their collective identity-changing lives. This involved a complex process of transforming the chemistry lab space into one whose social organization was very much shaped by the students, with laboratory and class work collaboratively developed with students, breaking lines between teaching and learning as all learners became tutors; drawing students in through tutoring arrangements that created opportunities for them to engage with chemistry first for purposes of helping others and, through that, to deepen their engagement with chemistry as an object of study. In various ways she made students dependent on each other for much of what was to be learned. Together they created multiple settings for the community of chemistry learners as the ski club became the project of chemistry students and its outings the site of chemistry work."

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Building from the readings and gap discussion we will be reviewing (maybe refining, rethinking) the research questions. Your thoughts are welcome and can be added to this padlet as a post. This discussion will occur on the morning of Wednesday 30th Aug (Leiden time). 

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Building from the readings and gap discussion we will be reviewing (maybe refining, rethinking) the research questions. Your thoughts are welcome and can be added to this padlet as a post. This discussion will occur on the morning of Wednesday 30th Aug (Leiden time). 

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Having completed the readings and knowing your context/community contribute your thoughts on where the gaps in our collective theorising and empirical work as a network focused on PEP are. Provide a brief (it is not a publication) list/overview of your thoughts as a post in this section. If you can do this by 1pm (Leiden time) 29th August, then we will share these as part of the world café session, so you ‘voice’ is part of the discussion.

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Having completed the readings and knowing your context/community contribute your thoughts on where the gaps in our collective theorising and empirical work as a network focused on PEP are. Provide a brief (it is not a publication) list/overview of your thoughts as a post in this section. If you can do this by 1pm (Leiden time) 29th August, then we will share these as part of the world café session, so you ‘voice’ is part of the discussion.

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Lave, J. (2019). Teaching as learning, in practice. In: Learning and Everyday Life Access, Participation, and Changing Practice, pp. 83 – 103 DOI: https://doi.org/10.1017/9781108616416.005 

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Lave, J. (2019). Teaching as learning, in practice. In: Learning and Everyday Life Access, Participation, and Changing Practice, pp. 83 – 103 DOI: https://doi.org/10.1017/9781108616416.005 

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Bešić, E. (2020). Intersectionality: A pathway towards inclusive education? Prospects, 49(3-4), 111-122. 

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Bešić, E. (2020). Intersectionality: A pathway towards inclusive education? Prospects, 49(3-4), 111-122. 

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Cho, S., Crenshaw, K., & McCall, L. (2013). Toward a field of intersectionality studies: Theory, applications, and praxis. Signs: Journal of women in culture and society, 38(4), 785-810. 

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Cho, S., Crenshaw, K., & McCall, L. (2013). Toward a field of intersectionality studies: Theory, applications, and praxis. Signs: Journal of women in culture and society, 38(4), 785-810. 

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Intersectionality - Cho, Crenshaw, McCall

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Burgess, C., Grice, Burgess, C., Grice, C., & Wood, J. (2023). Leading by Listening: Why Aboriginal Voices Matter in Creating a World Worth Living in. In: Living Well in a World Worth Living in for All: Volume 1: Current Practices of Social Justice, Sustainability and Wellbeing, 115-136. 

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Burgess, C., Grice, Burgess, C., Grice, C., & Wood, J. (2023). Leading by Listening: Why Aboriginal Voices Matter in Creating a World Worth Living in. In: Living Well in a World Worth Living in for All: Volume 1: Current Practices of Social Justice, Sustainability and Wellbeing, 115-136. 

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Hanssen, N. (2020). Special educational needs practices in preschool: A practice from an architecture perspective. In: Validity and Value of Teacher Education Research, 235-252. 

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Hanssen, N. (2020). Special educational needs practices in preschool: A practice from an architecture perspective. In: Validity and Value of Teacher Education Research, 235-252. 

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Hardy, I., Jakhelln, R., & Smit, B. (2021). The policies and politics of teachers’ initial learning: the complexity of national initial teacher education policies. Teaching Education, 32(3), 286-308. 

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Hardy, I., Jakhelln, R., & Smit, B. (2021). The policies and politics of teachers’ initial learning: the complexity of national initial teacher education policies. Teaching Education, 32(3), 286-308. 

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Norlund, A. (2020). Fiction reading in a practice where L1 and L2learners are taught together. Pedagogy, Culture & Society, 28:2, 261-279, DOI: https://doi.org.10.1080/14681366.2019.1631208 

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Norlund, A. (2020). Fiction reading in a practice where L1 and L2learners are taught together. Pedagogy, Culture & Society, 28:2, 261-279, DOI: https://doi.org.10.1080/14681366.2019.1631208 

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Kemmis, S., Edwards-Groves, C., Lloyd, A., Grootenboer, P., Hardy, I., & Wilkinson, J. (2017). Learning as being ‘stirred in’ to practices. In: Practice theory perspectives on pedagogy and education: Praxis, diversity and contestation, 45-65. 

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Kemmis, S., Edwards-Groves, C., Lloyd, A., Grootenboer, P., Hardy, I., & Wilkinson, J. (2017). Learning as being ‘stirred in’ to practices. In: Practice theory perspectives on pedagogy and education: Praxis, diversity and contestation, 45-65. 