prelude 1

 The author's dream is to link the teaching profession to positive social change by addressing structural barriers to individual achievement as communal concerns. They believe that teachers can be agents of emancipatory social change, but existing constraints limit this potential. They advocate for a shift from an emphasis on individual psychology and structural sociology to a focus on the dynamics of groups and collective learning. The author introduces the concepts of complexity, pragmatism, and practice and aims to explore collective knowledge construction. They propose the idea of a praxitioner collective as a self-organizing system that brings together diverse voices to address shared concerns and work towards social justice. The thesis promotes the integration of theory and practice, emphasizing the importance of collective praxis in education.

 

In teacher education, the process of teacher learning is influenced by various factors beyond formal professional development. These influences include cultural experiences, life experiences, media, family dynamics, interactions in various social settings, and theories of education. In the context of New Zealand, the term "whānau" is used to refer to extended family units and also to groupings of students and teachers who remain together as a family unit. The term "aroha" denotes unconditional love and care, different from the romantic connotations of the English word "love."

Formal teacher education faces questions about its role, the curriculum it should teach, research methods, social purpose, and the forces that influence teacher participation. It is suggested that teachers are part of a self-organizing system influenced by national regulations and requirements. The study explores the idea of collective praxis in teacher education, focusing on collectivity, pragmatism, and complexity theory to challenge top-down hierarchies and promote more democratic, bottom-up, and equitable structures.

The thesis proposes that teachers should be seen as partners in societal investigations into social change rather than as a separate discipline. The goal is not utopia but a more equitable sharing of power and knowledge. The tension between the collective and hierarchy maintains a healthy equilibrium. Teacher expertise is viewed as a skill-in-praxis, allowing teachers to lead curriculum and pedagogy while fostering creativity and adaptability.

The concept of "collective praxis" recognizes that different pedagogical approaches motivate teaching differently. It calls for educators and researchers to collectively address shared concerns, seeking out diverse perspectives and understandings. Ongoing teacher education involves being part of research teams investigating common concerns.

The study argues that this shift is already happening in practice, with examples of shared learning and collaboration among teachers and students. The goal is to amplify the voices of those who are often marginalized, fostering a politically-aware collective chorus for social change.

 

The author of the thesis, a veteran teacher and educator, is motivated to explore the relationship between their rich lived experiences in education and the existing educational theories and empirical research. They are particularly concerned about gaps and silences in the educational discourse, such as the absence of student voices and practicing teachers' influence on educational policy. They also ponder why many competent and enthusiastic teachers return to study and seek higher qualifications and how this phenomenon impacts society.

Rather than providing answers, the author poses pragmatic questions to guide their future actions. They question the implications of the growing trend of educators pursuing advanced degrees and how it affects social justice. The author is interested in reshaping the school classroom and community lives, harnessing the knowledge-in-practice of teachers, and translating dreams into practical actions. They aim to identify and name gaps within existing research methodologies and educational theories.

The author highlights three overarching themes in their thesis: complexity theory, pragmatism, and practice. Complexity theory is presented as a relatively new perspective that underlies their work, while pragmatism and practice are recurring and integral elements throughout the thesis. These themes form the foundation for the author's exploration of the complex and evolving landscape of teacher education and its connection to broader societal issues.

 Why Complexity Theory?

The author explores the relevance of complexity theory in their thesis and explains why they find certain aspects of it, like self-organizing systems and emergence, particularly important. They note that complexity theory is not frequently discussed in educational writing but that it holds great potential for understanding complex systems, including schools and classrooms.

The author emphasizes that schools are complex systems influenced by numerous variables, and they exist in a world where chaos and order coexist. Complexity theory provides a new perspective on interactions within complex systems, focusing on patterns and organization rather than individual components. The theory of self-organizing systems, a key aspect of complexity theory, is based on principles such as the interaction of neighbors, the recognition of patterns, feedback mechanisms, and indirect control.

The author believes that viewing various domains, including learning spaces, educational structures, individuals, and international relations, as self-organizing systems can offer fresh insights into constructing better futures. They highlight that change flows from a collective change in understanding and is a stable form of change. While bottom-up intelligence is important, the author emphasizes the need for balance and experimentation in understanding complex systems. They argue that complex, adaptive systems are dynamic, constantly changing, and strive for unachievable equilibrium. The author's models aim to find balance between competing perspectives on complex issues within these systems.

 Why Pragmatism?

The author introduces the concept of pragmatism in their thesis and specifies that they are referring to American pragmatism, particularly the philosophies of James, Peirce, Dewey, and the Chicago School. They argue that pragmatism represents a fundamental shift from interpretive research toward methodologies that shape the future. It embraces questions of external validity rather than seeking essentialism or foundationalism.

Pragmatism, the author believes, is anticipatory and forward-looking, promoting inclusiveness, democracy, and an open discourse on the consequences of thinking. They argue that pragmatism is not distinct from postmodernism but complements it, leading to the rejection of essentialism and foundationalism.

The author highlights three key reasons for their shift toward pragmatism. Firstly, it balances interpretive and pragmatic approaches to research, seeking to reweave the web of beliefs and tastes. Secondly, it focuses on external validity and revisability, avoiding the assumption of essences and foundational principles. Finally, pragmatism sidesteps complex debates about fine epistemological distinctions, emphasizing the question of how ideas can inform understanding and choices.

Reflective practice and action research are discussed as existing approaches to educational research, but the author argues that they do not fully address the issues raised in their thesis. Reflective practice is seen as a means to promote discussion among teachers and encourage them to question how their practices may perpetuate social inequities. It aims to help teachers see their practices from different perspectives, ask questions about alternative actions, and anticipate the consequences of those actions.

 

Why practice?  (This is a longer summary of a shorter section)

The author delves into the significance of "practice" as a central theme in their work. They emphasize that despite advocating for collectivity, praxis, and the application of complexity and pragmatic theories, teachers and researchers have individual and task-related responsibilities that require a degree of autonomy. They recognize that practical and social realities in education constantly impact an individual teacher's thinking.

The author acknowledges the intense workload and systemic factors within the education field that can hinder teachers from addressing broader educational issues or engaging in theoretical reflections. They highlight that, due to these constraints, many educators do not have the opportunity to engage in broader educational theorizing.

The practical knowledge of teachers is identified as a vital area for study, particularly through self-study by teachers. Self-study is seen as a promising avenue for research, and the reflections of experienced practitioners should be systematized and made accessible for public analysis. Research in this context allows teachers to communicate their perspectives and concerns to policymakers and reform efforts.

The challenges of integrating pedagogy and methodology within the constraints of the school day are mentioned, and it is noted that current solutions often demand more time and energy from already engrossed teachers.

The concept of practice is further divided into "constrained pragmatism" and "creative pragmatism." Constrained pragmatism involves actions that address immediate structural necessities, while creative pragmatism entails choosing actions that are unexpected or open up new possibilities. Creative pragmatism is not thoughtless action but involves an ethical element and aims to challenge and distort hegemony and structural pressures. The author emphasizes the need for time and collectivity to allow different perspectives to blend and interact continuously.

In summary, the author underscores the importance of acknowledging the practical aspects of teaching and research while also advocating for creative pragmatism to address and challenge existing constraints in education. They stress the significance of self-study and reflecting the experiences of practitioners in educational research.

HOw?

The author acknowledges the challenging task of relating postmodernism, complexity theory, and pragmatism to their role as a teacher and teacher educator. They argue that this connection is vital for informing future praxis, which encompasses both personal and collective actions and theorizing, ultimately for the cause of social justice.

The author emphasizes the importance of writing creatively and without seeking closure, with a focus on collective wisdom and open conversations. They express a desire to bridge the gap between academic writing and practical applications, making academic knowledge more accessible and relevant to educators.

The thesis is characterized by its experimental and flexible writing style, which includes various tools such as glosses, exhibits, diagrams, cross-references, tables of contents, and an index to enhance clarity and accessibility. The author also draws on conversations, oral traditions, and different sources to enrich their understanding of the topics discussed.