David James – finding your voice.
Learning to think relationally – look beyond individuals. Learning to think reflexively – we always have a relationship to the thing beiing studied. This relationship itself partially constructs what we study. Quantum effect – we always affect what we study. Community of practice – what are your communities and how do you participate in them? Intelligent engagement. Bisociation – Koestler (sp?)
Process of working with the group
- Sentence completion – gave them blank cards and asked to answer what reserach is.. and the other quality of research is…
- The group discussion on criteria for judging reserach quality.
- Finally a group summary om the topic.
Group discussion – procedure:
Card game – write their own criteria for research quality – one per card. Then mix all the cards. Randomly pick up 5 cards and decide if those cards are adequate or not to judge a piece of reearch. If not, distribute the remaining cards – add in cards or remove.
Cultural difficulty of voicing opinion (Watkins-Mathys 2006). Hoping that the game would act as an icebreaker. Assurance of the researcher.
Need to develop ‘agile’ learners. Challenge the current orthodoxy. Need to stop focusing on content knowledge – challenging… World moving on – collaborative, synchronous is sovereign, informed consumers, technology reduces costs, data rich – transparent information.
The language of positioning (Bronwyn Davies 2008, Davies & Harre 1990). Identity-in-discourse (Varghese et al 2005). Links to post-structural theory.
Linking pupil and teacher learning for effective CPD. Specialists providing range of systained structured support – training (and rationale), modelling, guidance or critical friendship. provision of tools and resources.
Reference to cultural mnemocide – deliberate destruction of cultural history!
Reflections on presentation
Question about dualisms other than knowing that / how? Theoretical / practical and others? Another question was about how can you measure their subject knowledge – to get a handle on how much they have learned. Need to re-visit methodology and be clearer on the approach taken. In what contexts is the development of subject knowledge situated? Is the study just a focus on the workplace (school) or is it about all possible contexts (Uni as well as school).
Starting point – feminist methodology. Reflexivity has almost become compulsory. However it can almost be too self-indulgent. Diffractive methods (Donna Haraway) uses the analogy / metaphor of light diffraction. Reference to the writing of Karen Barad (2007). Haraway does not abandon reflection. Crtique of diffraction – could there be ocularcentrism – what of broader sensorium? Is it perhaps a return of scientism? Ref to active network theory too. The question is ‘is an exploration of other methodologies necessary’?
Deleuze and Gattari (sp?) discuss the ‘fold’ rather than dualities.
We live in interrelated and interconnected stories. Stories of self, of school and of the ITE course perhaps. Embodied strories. Ref back to Dewey. Thinking with stories (Morris 2002). Silence is an important area of inquiry – are there gaps in the narrative and how can the gaps be filled? New handbook on narrative enquiry – check.
Highlighting teacher identify – references to subject knowledge within the literature. Look at Paulo Freire’s views on research methodology – ref to 1999 writing. How much do you need to know in order to teach effectively?
HEA funding for research and travel to events. Contact firstname.lastname@example.org at HEA. Is narrative enquiry more appropriate as a methodology rather than hermeneutic phenomenology?
Look at Bourdeiu (sp) and his notion of ‘habitus’ – Edited book by Miriam David (TLRP series) recommended by Dean Garratt.
How to make better use of social networking and an academic blog – should there just be one that is public? Perhaps with hidden pages?