Impressive summary

 

Toward Collective Praxis in Teacher Education: Complexity, Pragmatism and Practice

Prelude:

Central Idea: The author envisions connecting the teaching profession to positive social change by addressing structural barriers to individual achievement as communal concerns. They advocate for teachers as agents of emancipatory social change but acknowledge constraints. The focus is on shifting from individual and structural perspectives to collective learning dynamics. The author introduces concepts such as complexity, pragmatism, and practice to explore collective knowledge construction, proposing the idea of a "praxitioner collective" for addressing shared concerns and advancing social justice.

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Chapter 1: Philosophical Shifts in Unruly Directions

Central Idea: This chapter discusses the need for philosophical shifts in education to address contemporary challenges. The concept of "unachievable equilibrium" is introduced, emphasizing the role of praxitioners in promoting social justice and collective action. Three central shifts are highlighted: a holistic view of societal issues, catalytic research, and collective, paralogical, and reflexive praxis. The chapter advocates for a move beyond the theory-practice dichotomy and a more integrated approach to education.

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Chapter 2: Toward Collectivity: Self as Multiple Voices

Central Idea: The author explores the multiplicity of voices within themselves, influenced by cultural values and ideological perspectives. Three essential perspectives—common sense, irony, and strategy—are introduced as voices shaping actions. The chapter presents models like the prism and trivector to illustrate the boundaries of agency and the dynamic nature of subjectivities. The aim is to understand how these voices provide autonomy and freedom, fostering a holistic, pragmatic theoretical base in education.

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Chapter 3: Toward what? Transcending modernism/postmodernism

Central Idea: This chapter serves as a bridge between modern and postmodern thinking, exploring the concept of pragmatism. Pragmatism is presented as an eclectic worldview transcending debates between structuralism and post-structuralism. The chapter delves into Wittgenstein's ideas, emphasizing the rejection of traditional metaphysics and epistemology. The author introduces the concept of "praxis after postmodernity" and presents the model of a pragmatic self, Mea-Nui, capable of using different epistemologies based on situations.

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Chapter 4: Transcending Reflective Practice

Central Idea: The chapter critically examines reflective practice in the context of teaching and teacher education. It discusses the limitations of existing tools for professional development and the need for teachers to bridge the gap between theory and practice. Critiques of reflective teaching by Smyth and Parker are explored, focusing on political implications and perpetuation of modernist assumptions. The author advocates for collapsing distinctions between theory, practice, and research, promoting a more collective and participatory approach to education.

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Chapter 5: Toward Collective Research

Central Idea: The chapter advocates for a shift towards collective research practices in education, challenging the reliance on single correct answers and valuing pluralism. It emphasizes the transformative potential of collective learning and calls for a more inclusive and socially conscious approach to education. The author envisions a future where education is closely linked to positive social change, breaking down structural barriers through collective care for the community.

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Chapter 6: Toward Collective Pedagogies - A praxitioner's report

Central Idea: This chapter focuses on the development of a collective pedagogy through practical investigation and knowledge construction. The author emphasizes the importance of addressing issues of oppression in education and introduces the concept of an "Engaged Learning Space." The chapter explores collective praxis in teacher education, highlighting the significance of pedagogy, power dynamics, and ongoing reflective investigations. It calls for a shift in educational discourse towards a collective and democratic approach, fostering engaged learning spaces and ongoing reflection for the betterment of education and society.

Chat GPT attempts at a summary

A limmerick ..

In education's vast, noble quest,

 Teachers unite, seeking what's best. 

Philosophies shift, 

Reflective, a lift, 

In collective learning, they invest.

A short poem ...

In realms of learning, a teacher's dream unfolds, 

To bridge the gaps, where societal stories are told. 

A praxitioner collective, a chorus of voices, 

Complexity, pragmatism, in their choices.

Philosophies dance, a ballet of shifts, 

From modern to postmodern, where insight lifts. 

Voices within, a symphony profound, 

Common sense, irony, strategy unbound.

Pragmatic selves emerge, in Wittgenstein's light,

 Transcending dichotomies, a harmonious flight.

 Reflective practices, critiqued and reformed, 

Collapsing boundaries where knowledge is stormed.

Collective research, a transformative quest,

 Pluralism cherished, societal care expressed.

 Engaged learning spaces, where oppression dissolves,

 A pedagogy collective, where harmony evolves.

In the tapestry of education, a story unfolds,

 From individual echoes, to collective wisdom it molds.

 From philosophy's embrace, to pedagogy's dance, 

The journey continues, an ever-evolving trance.

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And the same in simple English 

In the world of teaching, there's a dream to make things better,

Connect the dots, unite us, and let knowledge unfetter. 

Teachers working together, voices in a mix, 

Choosing what's practical, and navigating through the fix.

 

Philosophies are changing, modern to a new kind, 

A dance of ideas, broadening the mind. 

Voices inside us, like a chorus on a stage, 

Common sense, irony, and strategy engage.

 

Pragmatic selves emerge, adapting as we go, 

Breaking old patterns, letting new insights grow. 

Reflective practices, a look at what we've learned, 

Breaking down walls, where knowledge is earned.

 

Research as a team, transforming how we see, 

Valuing differences, caring for society. 

Engaged learning spaces, where everyone can thrive, 

 A way of teaching where everyone can dive.

 

In the education tale, from single voices, we shift, 

Philosophy's hug, and a pedagogy lift. 

From big words to a simpler dance, 

The journey goes on, a hopeful chance.

 

But the prose version is better ...

In the realm of education, there's a vision to improve the landscape by fostering collaboration among teachers. The idea is to connect the individual experiences of educators to societal issues, recognizing that teachers can be catalysts for positive change. This involves a shift in focus from looking solely at individual psychology or structural sociology to understanding the dynamics of groups and collective learning.

The narrative introduces concepts such as complexity, pragmatism, and practice to explore the construction of knowledge collectively. The proposal is to form a "praxitioner collective," a self-organizing system where diverse voices come together to address shared concerns and promote social justice. The integration of theory and practice is emphasized, stressing the importance of collective praxis in education.

As the journey unfolds, there's a call for philosophical shifts, moving beyond traditional dichotomies between theory and practice. The narrative explores the idea of individuals having multiple voices within themselves, influenced by cultural values and ideologies. These voices, like common sense, irony, and strategy, shape actions and decisions, providing autonomy and freedom.

The exploration continues by transcending the boundaries of modernism and postmodernism, delving into the eclectic worldview of pragmatism. The focus is on a pragmatic self, Mea-Nui, capable of adapting to different situations using various epistemologies. The aim is to maintain a balance between modern and postmodern thinking, encouraging democratic solidarity and inclusivity.

Reflective practice in teaching and teacher education is scrutinized, acknowledging its limitations and the need for a more collective approach. Critiques by Smyth and Parker are considered, addressing political implications and modernist assumptions perpetuated by reflective teaching. The narrative advocates for collapsing distinctions between theory, practice, and research, promoting a participatory and collective approach in education.

The journey proceeds toward collective research practices, challenging the notion of single correct answers and valuing pluralism. The transformative potential of collective learning is underscored, envisioning education closely linked to positive social change. The narrative emphasizes a shift from applying existing theory to providing teachers with diverse theoretical models for flexible and socially conscious decision-making.

The final chapter focuses on the development of a collective pedagogy through practical investigation and knowledge construction. Concepts such as an "Engaged Learning Space" and the importance of addressing oppression in education are introduced. The narrative advocates for a shift in educational discourse towards a collective and democratic approach, fostering engaged learning spaces and ongoing reflection for the betterment of education and society.

 

Ch 6 summary of summaries

 Summary followed by data

 

Chapter 6 of the text explores the development of a collective pedagogy through practical investigation and knowledge construction. The author reflects on their teaching and research experience, emphasizing a shift from individual work to collaboration with fellow teachers. The chapter introduces postmodern and critical perspectives, advocates for a "scope of praxis," and underscores the importance of addressing oppression in education.

Section 6.3 delves into teaching and reflective practice, focusing on a session following a reflective practice course. The author explores the concept of an "Engaged Learning Space," highlighting the value students place on learning and the significance of diverse perspectives.

Section 6.4 discusses ways to encourage teachers to question existing practices through shared, reflective investigations into praxis. Key points include a focus on pedagogy, the continuation of learning beyond the classroom, the promotion of collective pedagogy, and an exploration of power dynamics in educational settings.

The final section addresses the limitations of reflective practice and advocates for a broader perspective encompassing democratic considerations and engaged learning spaces. The author suggests rethinking classrooms, emphasizing closure for ongoing learning, providing reflective questions for praxitioners, promoting collective praxitioner research, and fostering collective praxis for social justice.

In summary, Chapter 6 advocates for a shift in educational discourse toward a collective, democratic approach. It emphasizes engaged learning spaces, ongoing reflection, and research for the improvement of education and society.

 

 

 

Chapter 6  Toward collective pedagogy: A praxitioner’s report

In the introduction to this chapter, the author discusses the development of a collective pedagogy based on practical investigation and knowledge construction. The author reflects on their experience as a teacher and researcher and how it led to the emergence of the ideas presented in the thesis. They highlight the shift from individual work to a collective effort with other teachers who shared a common issue related to pedagogy.

The chapter begins with a discussion of postmodern and critical perspectives, emphasizing the need to create a collective space for sharing knowledge and understanding in teaching. The author introduces the concept of a “scope of praxis” to replace the traditional model of a prism of praxis, allowing for more dynamic and interconnected perspectives.

The author describes their attempt to infuse postmodern and critical theories into their pedagogy, with a focus on linguistic practice, communicational interaction, and the unruliness of knowledge. They aim to create a pedagogical environment that encourages diverse perspectives and the emergence of new knowledge.

The discussion also highlights the importance of critical pedagogy and the need to address issues of oppression and exclusion within the education system. The author draws inspiration from scholars like hooks, who advocate for engaged pedagogy that values every participant’s presence and contributions.

The author’s approach to praxitioner perspectives is presented, emphasizing the role of a praxitioner as a pragmatist who considers various theoretical and practical influences in their actions. 

The section concludes by stressing the importance of promoting philosophical investigations into pedagogical matters, challenging dominant assumptions, and fostering a collective approach to addressing educational issues in New Zealand.

Overall, the introduction sets the stage for the exploration of collective pedagogy and the integration of various theoretical perspectives into the author’s teaching and research practice.

 

In Section 6.3 of the text, the author discusses their investigation into teaching and reflective practice, specifically focusing on a two-hour session that followed a short course on reflective practice. The main objective of this session was to explore the concept of evaluation, particularly in how students’ awareness of their own learning experiences and engagement throughout a course could improve both their participation and the teacher’s teaching strategies. The author adopted Brookfield’s “student lens” as a framework for this investigation.

The short course, titled “Reflecting on Teaching and its Constraints (RTC),” was part of a master’s level qualification for practicing teachers. It consisted of three three-hour sessions, where students explored texts related to teaching practices. The students were required to develop a portfolio showcasing various forms of reflective practice, and the final submission included a 500-word critique of their experiences. Ten teachers completed the course, and six attended a recall session aimed at discussing classroom climate and pedagogy.

The author’s aim was not to evaluate their own teaching but to engage the teachers in a discussion about creating an “Engaged Learning Space.” This space was defined as a place where people want to be, where learning is important for the learner, and where there is some organization related to learning. The author shared this concept with the teachers and engaged them in discussions about engagement, critical pedagogy, and the role of teachers in the learning process.

The discussion highlighted the importance of the value students place on learning, which can depend on how they perceive its future value. The collective learning process, where everyone’s perspectives were sought, was found to be highly motivating. The group also explored the various roles that teachers can take on in facilitating learning, using the term “pedagogue.”Overall, the author’s focus was on understanding and discussing the concept of an “Engaged Learning Space” and its components as an emerging-object, rather than evaluating their own teaching. The goal was to encourage dialogue and reflection among the teachers involved.

An engaged Learning Space as an emerging object: 

In this section of the text, the author explores what contributes to the development of an Engaged Learning Space and what can disrupt it. The discussion unfolds in a series of activities during a session with teachers. The first activity involves the author leaving the room while colleague Adrienne Roberts leads a discussion about the characteristics of their learning community and what makes it special. The group emphasizes the importance of values such as love (aroha), respectfulness and hospitality (manaakitanga), and spirituality (wairuatanga) in this space. They also discuss the importance of collective well-being and concern for each other within a community of learners.

The second activity involves groups of teachers brainstorming and classifying words that describe the qualities of a pedagogue (teacher) within idealized learning spaces. The first group’s array of words focuses on a teacher’s responsibility for managing, valuing responses, and connecting with learners. The second group’s array emphasizes collective values, shared responsibility, and the teacher’s role in fostering well-being within the group.

The author reflects on the differences between the two groups and the implications of these differences for teaching and learning. They question whether a more collective approach, which values a sense of community and shared responsibility, might be more beneficial for students. The author also discusses the need for open and heated discussions within praxitioner collectives, emphasizing the importance of addressing and not quelling anger or tensions in the classroom.

Overall, the text explores the idea that the quality of a learning space is influenced by the values, responsibilities, and communication styles of both the teacher and the students. It suggests that fostering collective values and diverse perspectives can lead to a more inclusive and engaging learning environment.

 

In Section 6.4, the author aims to explore ways in which shared, reflective investigations into praxis (the practice and theory of teaching) can encourage teachers to question existing practices and acknowledge the socially constructed nature of knowledge. The following key points are discussed:

1.  Focus on Pedagogy: The author found it valuable to concentrate on pedagogy, rather than solely on teaching and learning as individual activities, when evaluating the effectiveness of interactions. Insights about pedagogy emerged when students and teachers analyzed their own learning experiences, often through tools like Critical Incident Questionnaires. These insights were more effective in enhancing the pedagogical setting than routine evaluations.

2.  Learning Continues Beyond the Classroom: The author emphasizes that learning doesn’t conclude within the confines of a single session or workshop. Ideas discussed or written about in class can stimulate further thinking and influence future actions. Therefore, the author suggests that creating an Engaged Learning Space requires a sense of closure, providing time and space for reflection.

3.  Towards Collective Pedagogy: The text advocates for the importance of pedagogy in the planning of courses and teaching sessions. It argues that discussions around pedagogical praxis should be central to ongoing professional development and that pedagogy needs to gain prominence within educational discourse. This shift is seen as crucial for empowering teachers and facilitating more effective professional development.

4.  Power and Authority in Pedagogical Settings: As the nature and ownership of knowledge is contested, the dynamics of power and authority in pedagogical settings become increasingly complex. The author asserts the importance of teachers who theorize, emphasizing that within an Engaged Learning Space, both teachers and students are engaged in learning about the curriculum and each other’s understandings. The flow of power within a community of learners is influenced by summative assessments, raising questions about the use of power in teacher education.

5.  Challenges in Discussing Power and Authority: The author raises questions about where and how issues related to power and authority in pedagogical settings are discussed among teachers. The point is not to contribute more to the existing literature but to acknowledge the complexity and dynamics of these issues.

Overall, this section encourages a shift in focus towards pedagogy, emphasizes the importance of continued learning beyond the classroom, and raises questions about the dynamics of power and authority in teaching and learning environments.

Toward Wider Issues

In this section, the author addresses the limitations of reflective practice in education and suggests a broader perspective that includes democratic considerations and the development of engaged learning spaces. Key points discussed are as follows:

1.  Narrow Focus of Reflective Practice: The author observes a common pattern in the literature of reflective practice narrowing its focus to technical aspects of teaching, often overlooking the wider democratic aspects envisioned by educational philosopher John Dewey. The author acknowledges that their own attention has also been primarily focused on technical issues related to teaching.

2.  Rethinking the Classroom: The author questions the conventional view of classrooms, which often revolves around assessing students and evaluating teachers. They suggest a shift towards viewing classrooms as engaged learning spaces, emphasizing a more holistic approach to teaching and learning.

3.  Importance of Closure: The text emphasizes that the way learning situations are concluded is crucial for ongoing learning. Without the opportunity for students to reflect on their learning experiences before leaving the classroom, valuable ideas may be lost.

4.  Reflective Questions for Praxitioners: The author provides a set of reflective questions designed to encourage praxitioners (teacher-practitioners) to think beyond their personal teaching practices and consider broader issues related to social justice, power, and social construction. These questions aim to foster political awareness and challenge existing assumptions within educational settings.

5.  Collective Praxitioner Research: The text introduces the concept of collective praxitioner research, which involves praxitioners in ongoing discussions about teaching praxis, leading to the development of collective understandings and knowledge construction. The author argues that this approach has the potential to generate ongoing praxitioner theorizing, praxitioner research, and collective understandings about emerging objects.

6.  Fostering Collective Praxis: The text highlights the importance of fostering collective praxis, where collective knowledge construction and social justice interests are kept at the forefront. It is seen as a way to re-enfranchise dislocated communities by involving them in understanding, caring, and changing the structures that constrain them.

In summary, this section calls for a shift from narrow, technical reflective practice to a more holistic, democratic approach that focuses on engaged learning spaces and encourages collective praxitioner research for the betterment of education and society.

 

Summary of ch 6 

 

Chapter 6 of the text discusses the development of a collective pedagogy based on practical investigation and knowledge construction. The author reflects on their experience as a teacher and researcher, emphasizing the shift from individual work to a collective effort with other teachers. The chapter explores postmodern and critical perspectives, introduces the concept of a "scope of praxis," and emphasizes the importance of addressing issues of oppression in education.

In Section 6.3, the author investigates teaching and reflective practice, focusing on a session after a short course on reflective practice. The aim is to explore evaluation and how students' awareness of their learning experiences can improve participation. The concept of an "Engaged Learning Space" is introduced, emphasizing the value students place on learning and the importance of diverse perspectives.

Section 6.4 explores ways to encourage teachers to question existing practices through shared, reflective investigations into praxis. The focus is on pedagogy, learning beyond the classroom, collective pedagogy, power dynamics in pedagogical settings, and the challenges of discussing power and authority.

The final section addresses the limitations of reflective practice and advocates for a broader perspective that includes democratic considerations and engaged learning spaces. The author suggests rethinking classrooms, emphasizing closure for ongoing learning, providing reflective questions for praxitioners, promoting collective praxitioner research, and fostering collective praxis for social justice.

Overall, the chapter calls for a shift in educational discourse towards a collective and democratic approach, emphasizing engaged learning spaces and the importance of ongoing reflection and research for the betterment of education and society.

 

 

 

TCP summary of chapters as written by chat gpt - to be summarised

 0 Prelude

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.

 

1   Philosophical Shifts in Unruly Directions  

Chapter 1 of the text “Toward Collective Praxis in Teacher Education” discusses various philosophical shifts and perspectives related to social change and education. The author emphasizes the need for new understandings and a collective approach to address contemporary challenges. Key points from each section are as follows:

1  Introduction and Section 1.1: The author introduces the need for philosophical shifts, the concept of “unachievable equilibrium,” and the role of praxitioners in promoting social justice and collective action.

Section 1.2: The author discusses the importance of changing the way we think about educational theory and practice, introducing the concept of “praxitioners” who integrate theory and practice. They emphasize the role of post-interpretive philosophical shifts and chaos and complexity theory.

Section 1.3: Three central conceptual shifts related to educational research and teaching practice are introduced, emphasizing the holistic view of societal issues, catalytic research, and collective, paralogical, and reflexive praxis. Classroom exercises encourage discussions among educators.

Section 1.4: The author discusses the challenges of dealing with “unruly knowledge” and the need to move beyond the theory-practice dichotomy in education. They emphasize the importance of a more integrated approach.

Section 1.5: The author reflects on the evolving nature of their thesis, influenced by postmodernism and challenging traditional definitions of knowledge and self.

Section 1.6: The concept of unachievable equilibrium is explored, highlighting ongoing, challenging interactions as essential. The text introduces tangled hierarchies and emphasizes embracing complexity and interconnectedness in understanding social systems and knowledge.

Overall, the chapter advocates for a shift in philosophical perspectives, the integration of theory and practice, and the importance of collective action and ongoing conversations in teacher education to promote social justice and address contemporary challenges.

 

2  Toward Collectivity:  Self as Multiple Voices

 

In the introduction, the author explores their own voice and subjectivities, emphasizing the influence of cultural values and ideological perspectives. They recognize that they have a single voice as a human organism but perceive themselves as having multiple voices and choices in different contexts. Discursive restrictions and discourse itself shape their subjectivities. The chapter introduces the voices of Ernest (rooted in mathematics and physical sciences), Hélène (representing post-structuralism and postmodern analysis of discourse and power), and Karl (focused on social justice). These voices are not fixed but change depending on context and influence. The author’s mission is to make critical and postmodern theory accessible and contribute to social change.

In Section 2.1, the author continues to explore their voices and subjectivities. They discuss the influence of their first voice, Ernest, shaped by mathematics and sciences. Ernest emphasizes the limitations of scientific theories and the importance of recognizing that science is valid only within its constructed context. The author blends idealism and pragmatism in their teaching, highlighting the complexity of the relationship between science and other disciplines. The author introduces two other voices, Hélène and Karl, which are rooted in postmodernism and critical theory, respectively. These voices are not fixed but interact and influence each other. The author intends to explore three more voices related to common sense, irony, and strategy.

In Section 2.2, the author discusses three essential perspectives – common sense, irony, and strategy – as voices within their subjectivities. These perspectives influence and guide actions in the real world, often in the background. Common sense refers to shared communal understanding, while commonsense is the individual’s construction of it. Irony involves radical doubt about one’s beliefs, and strategy involves tactical thinking. These voices challenge taken-for-granted assumptions and help in choosing actions based on knowledge. The author argues for a more holistic, pragmatic theoretical base in education that embraces postmodern perspectives.

In Section 2.3, the author explores the self as a multitude of voices. They introduce a model represented as a prism, with theoretical voices (Ernest, Hélène, Karl) on one end and practical orientations (commonsense, irony, strategy) on the other. The prism represents the boundaries of one’s agency and changes based on influence and context. The author emphasizes the importance of these voices in providing autonomy and freedom. Another model, the trivector, illustrates choices within a context influenced by different voices. Individuals have various forms of freedom to act, and education plays a significant role. 

The next chapter will expand on these models to consider the construction of groups or collectives and how voices interact with the external world.

 

3 Toward what?  Transcending modernism/postmodernism

Chapter 3 of your thesis is a comprehensive exploration of the concept of pragmatism and its significance in the context of various worldviews represented by Ernest, Hélène, Karl, and the emerging perspective of Mea-nui. This chapter serves as a bridge between modern and postmodern thinking and highlights the dynamic nature of philosophical perspectives in education.

The introduction sets the stage by emphasizing the importance of pragmatism as an eclectic worldview that transcends debates between structuralism and post-structuralism. Mea-nui’s perspective is introduced as a fourth voice, emphasizing its focus on pragmatic decision-making informed by multiple voices.

In Section 3.1, you reference the works of Bernstein and Cherryholmes as a backdrop to discuss pragmatism and its concept of “pragmatic validity.” You anticipate real discussions in the future to validate emerging ideas, emphasizing a shift from earlier distinctions in pragmatism. You aim to maintain a balance between modern and postmodern thinking, particularly in educational institutions, and express your desire for collaborative research.

In the second part of Section 3.1, you distinguish between postmodernism and pragmatism, highlighting their differences and the importance of pragmatism’s focus on consequences and actions. The section discusses the moral, ethical, and political dimensions of both structuralism and post-structuralism, emphasizing pragmatism’s encouragement of democratic solidarity and inclusivity.

Section 3.2 delves into the ideas of Ludwig Wittgenstein and his contributions to philosophy. You find Wittgenstein’s work refreshing, particularly in challenging the presuppositions of traditional philosophy, and relate it to your role as a teacher and educator. The concept of “final vocabulary” is introduced, reflecting Richard Rorty’s work and its relevance to your approach to teaching and multicultural classrooms.

The second part of Section 3.2 explores pragmatism and its relationship to social openness and inclusiveness. The emphasis on community, pluralism, and social openness is discussed, along with Putnam’s observations regarding the moral purpose of Wittgenstein’s work.

Section 3.3 discusses “praxis after postmodernity” through Schrag’s work. The rejection of traditional metaphysics and epistemology is highlighted, and Schrag’s opposition to postmodernism’s emphasis on heterogeneity is presented. You seek to create a philosophical vocabulary relevant to education and emphasize the importance of discussions focusing on real-world problems.

Section 3.4 continues the exploration of “praxis after postmodernity” and challenges common notions of human nature. The section presents the perspectives of social constructionism, Wittgenstein’s view on the “Inner,” and Schrag’s discussion of the self after postmodernity. It introduces your model of a pragmatic self, Mea-Nui, which allows for the use of different epistemologies and orientations depending on the situation.

Finally, in Section 3.5, you discuss the significance of pragmatism in affecting the practices of teachers and teacher education. The Mea-Nui model is presented as a tool for challenging common sense, fostering agency, and enabling the critique of structure. The concept of pragmatic acceptance is introduced, along with the idea of adapting the model for a collective or community.

Overall, Chapter 3 provides a thorough exploration of pragmatism and its relevance to the broader field of education, offering a bridge between different philosophical perspectives and emphasizing the dynamic nature of knowledge and understanding in practice. It’s clear that you’re striving for a more inclusive, open, and collaborative approach to education and knowledge construction.

 

4 Transcending Reflective Practice

Chapter 4, titled “Introduction: Reflective Practice in Transition,” explores the concept of reflective practice in the context of teaching and teacher education. The author discusses various tools for professional development, including reflective practice, action research, evidence-based practice, and participatory research, but argues that these tools are insufficient. The chapter delves into the dominant model of reflective teaching, its limitations, and the need for teachers to bridge the gap between theory and practice.

The author identifies social trends, theories, and practices that shape the understanding of reflective practice and discusses criticisms of reflective practice to determine what is helpful and unhelpful about it. They argue that teachers need both knowledge and a voice but are constrained by the conditions in which they work.

Sections within this chapter explore the critiques of reflective teaching by John Smyth and Stephen Parker, offering suggestions for reform. Smyth’s critique addresses the political implications of reflective practice within a capitalist context, while Parker’s critique focuses on how reflective teaching perpetuates modernist assumptions. The author highlights the importance of these critiques, even if they use challenging language, as they shed light on the limitations of reflective teaching.

The chapter also delves into the author’s own experiences teaching post-graduate teachers and using various models of reflective practice, like Brookfield’s four lenses. The author emphasizes the structural constraints and workload that teachers face, making it challenging for them to engage in deep, critical reflection.

The text also explores the complexities of knowledge in teaching, drawing on the conceptions of teacher learning proposed by Cochran-Smith and Lytle. It highlights the coexistence of different perspectives on the role of knowledge in teaching and suggests the need for more collective and creative strategies to address structural issues effectively.

Additionally, the text introduces the concept of “family resemblances” from Wittgenstein, applying it to practitioner research and the need for a more collective and networked approach to teaching.

In the final section of this chapter, the author reflects on their thesis, emphasizing the novelty and grounded nature of their research. They advocate for a shift from focusing on individual practitioners as the subjects of research to collective interpretation of social practices, with a focus on pragmatic understandings of research processes. The author highlights the importance of language and context and introduces the concept of “praxitioners,” who engage in praxis to bridge the gap between theory and practice.

The chapter concludes by proposing forms of ongoing teacher education that go beyond focusing solely on classroom practice and suggests collapsing the distinctions between theory, practice, and research. This approach aims to make teachers and students more active participants in collective knowledge construction.

 

5  Toward Collective Research 

In this academic work, the author explores the realms of education, research, and pedagogy with a focus on collective praxis and the transformative potential of collective learning. They advocate for a shift towards collective research practices and collective pedagogy, emphasizing the need for collaborative knowledge construction to address pressing social injustices. The text challenges the idea of applying existing theory in the classroom, suggesting that teachers should have access to a range of theoretical models to make flexible pedagogical decisions based on pragmatic criteria and social consequences.

The work aligns with postmodern understandings of knowledge as socially and linguistically constructed and calls for a move away from relying on single correct answers in favor of valuing pluralism and dissensus. The author envisions a future in which education is closely linked to positive social change, breaking down structural barriers for individual achievement through collective care for the community.

The text promotes the use of the “praxitioner” vocabulary, which encapsulates the ideas presented, and invites readers to consider how these terms might lead to different educational practices and approaches. It serves as a starting point for discussions and exploration in the field of education. The thesis concludes by highlighting the transformative potential of small events, echoing the principles of chaos theory.

In summary, this work underscores the importance of collective praxis, the limitations of applying existing theory, the value of diverse theoretical models, and the need for collaborative, socially conscious education to foster democratic and inclusive societies.

 

6 Toward Collective Pedagogies - A praxitioner's report

Summary of ch 6 

 

Chapter 6 of the text discusses the development of a collective pedagogy based on practical investigation and knowledge construction. The author reflects on their experience as a teacher and researcher, emphasizing the shift from individual work to a collective effort with other teachers. The chapter explores postmodern and critical perspectives, introduces the concept of a "scope of praxis," and emphasizes the importance of addressing issues of oppression in education.

In Section 6.3, the author investigates teaching and reflective practice, focusing on a session after a short course on reflective practice. The aim is to explore evaluation and how students' awareness of their learning experiences can improve participation. The concept of an "Engaged Learning Space" is introduced, emphasizing the value students place on learning and the importance of diverse perspectives.

Section 6.4 explores ways to encourage teachers to question existing practices through shared, reflective investigations into praxis. The focus is on pedagogy, learning beyond the classroom, collective pedagogy, power dynamics in pedagogical settings, and the challenges of discussing power and authority.

The final section addresses the limitations of reflective practice and advocates for a broader perspective that includes democratic considerations and engaged learning spaces. The author suggests rethinking classrooms, emphasizing closure for ongoing learning, providing reflective questions for praxitioners, promoting collective praxitioner research, and fostering collective praxis for social justice.

Overall, the chapter calls for a shift in educational discourse towards a collective and democratic approach, emphasizing engaged learning spaces and the importance of ongoing reflection and research for the betterment of education and society.