Prelude summary

The author’s dream is to connect the teaching profession to positive social change by addressing structural barriers to individual achievement as communal concerns. They believe teachers can be agents of emancipatory social change, but constraints limit this potential. They advocate shifting the focus from individual psychology and structural sociology to the dynamics of groups and collective learning. The author introduces the concepts of complexity, pragmatism, and practice 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.The influences on teacher learning go beyond formal
professional development and include cultural experiences, life
experiences, family dynamics, and various theories of education.
In the context of New Zealand, the terms “whānau” and “aroha”
have special meanings related to extended family units and
unconditional love and care.

Formal teacher education faces questions about its role,
curriculum, research methods, social purpose, and external
influences. Teachers are seen as part of a self-organizing system
influenced by national regulations and requirements. The study
explores collective praxis in teacher education, focusing on
collectivity, pragmatism, and complexity theory to challenge
hierarchies and promote more democratic and equitable
structures.

The thesis suggests that teachers should be partners in societal
investigations into social change, aiming for a more equitable
sharing of power and knowledge. The concept of “collective
praxis” encourages educators and researchers to address shared
concerns and seek diverse perspectives. Ongoing teacher
education involves being part of research teams investigating
common concerns.

The author, a veteran teacher and educator, explores the
relationship between their lived experiences and existing
educational theories and research. They are concerned about
gaps in the educational discourse, the absence of student voices,
and the impact of teachers pursuing advanced degrees on
society. They pose pragmatic questions to guide future actions,
aiming to reshape classroom and community lives, harness
teacher knowledge-in-practice, and promote social change.
The thesis highlights three overarching themes: complexity
theory, pragmatism, and practice. Complexity theory offers new
perspectives on understanding complex systems, while
pragmatism focuses on external validity, inclusiveness, and
democracy. Practice is seen as integral, and the concept of
“collective praxis” emphasizes collaboration and diverse
perspectives to address shared concerns.

The author explores the relevance of complexity theory and its
self-organizing systems and emergence. Complexity theory
provides insights into understanding complex systems in
education. The author believes that change flows from a
collective change in understanding, emphasizing balance and
experimentation within complex systems.

The concept of pragmatism is introduced, particularly American
pragmatism, which focuses on external validity and revisability.
It balances interpretive and pragmatic approaches to research,
avoiding essentialism and foundationalism. The author
highlights the need for balancing theoretical ideas with practical applications and the importance of self-study and reflection for
teachers.

The author further discusses the significance of “practice” in
education, emphasizing its role in teacher learning and its
influence on the complex systems in education. The thesis
highlights constrained pragmatism, which addresses immediate
structural necessities, and creative pragmatism, which
challenges existing constraints in education. Creative
pragmatism is seen as an ethical and collective approach that
fosters continuous interaction among diverse perspectives. 

 In summary, the author aims to bridge the gap between
teaching, research, and social change. They advocate for a
collective approach to address shared concerns, foster diverse
perspectives, and promote social justice, drawing on complexity
theory, pragmatism, and the concept of “collective praxis.” The
thesis employs an experimental and flexible writing style,
enhancing clarity and accessibility through various tools and
sources