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.
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