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.
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.
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.
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.
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.
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.
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.
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