A living theory approach to system transformation in education

In relation to the background reading for this conference, this response provides evidence-based support for the idea that teachers are skilled in improvisation, as teaching is constantly modified to fit the needs and moods of every class and every student. It also provides an evidence-based alternative to the idea that there are 20 basic building blocks to system redesign in education. While agreeing that system redesign is likely to include improvements in the architecture of schooling, educational transformations for the 21st century can be grounded in the generation and evaluation of the living educational theories of individual learners, as explanations for their educational influences in their own learning, in the learning of others and in the learning of social formations. Rather than conceptualising system redesign in education in terms of basic building blocks, educational transformations with a systemic influence are being motivated in the lives of educators through the expression of their life-affirming energies, values, skills and understandings in their living educational theories that can be accessed directly from the websites below.

A living theory alternative to the building block approach is grounded in the desire of individual educators, leaders and administrators to contribute to enhancements in students’ educational influences in their learning, with the help of the most advanced social theories of the day.

The background reading for this conference also focuses on the idea of the reconfiguration of building blocks that are first questioned, and then configured, in a new way to meet the challenges of 21st century schooling. The reconfigurations in the background reading fall into three groups:

• those concerned with schools as institutions
• those concerned with roles and relationships
• those concerned with leadership.

Using a different idea of reconfiguration from a living theory perspective, an initial transformation of consciousness is needed from a building block mentality into inclusionality. Inclusionality (Rayner 2005) is a relationally dynamic awareness of space and boundaries as connective, reflexive and co-creative. This inclusional perspective is missing from a building block approach to transforming systems in enhancing education and included in the transformatory explorations of the educators below. Explorations of the implications of such reconfigured minds for transforming systems in education have been undertaken by master and doctor educators in their research programmes for their awards of masters and doctoral degrees.

Here are some living theories of professional educators who have shown that they are skilled in improvisation, as their teaching and educational leadership is constantly modified to fit the needs and moods of their colleagues, and every class and every student. This knowledge-base constitutes an alternative to the building blocks approach in the background reading for the conference.

Websites

Eames, K (1995). How do I, as a teacher and educational action-researcher, describe and explain the nature of my professional knowledge? PhD thesis, University of Bath. Retrieved 19 February 2004 from http://www.actionresearch.net/kevin.shtml

Evans, M (1995). An action research enquiry into reflection in action as part of my role as a deputy headteacher. PhD thesis, Kingston University. Retrieved 19 February 2004 from http://www.actionresearch.net/moyra.shtml

Laidlaw, M (1996). How can I create my own living educational theory as I offer you an account of my educational development? PhD thesis, University of Bath. Retrieved 19 February 2004 from http://www.actionresearch.net/moira2.shmtl

Holley, E (1997). How do I, as a teacher-researcher, contribute to the development of a living educational theory through an exploration of my values in my professional practice? M.Phil., University of Bath. Retrieved 2 February 2008 from http://www.actionresearch.net/erica.shtml

Loftus, J (1999). An action enquiry into the marketing of an established first school in its transition to full primary status. PhD thesis, Kingston University. Retrieved 19 February 2004 from http://www.actionresearch.net/loftus.shmtl

Austin, T (2001). Treasures in the snow: What do I know and how do I know it through my educational inquiry into my practice of community? PhD thesis, University of Bath. Retrieved 19 February 2004 from http://www.actionresearch.net/austin.shtml

Bosher, M (2001). How can I as an educator and Professional Development Manager working with teachers, support and enhance the learning and achievement of pupils in a whole school improvement process? PhD thesis, University of Bath. Retrieved 19 February 2004 from http://www.actionresearch.net/bosher.shtml

Delong, J (2002). How can I improve my practice as a superintendent of schools and create my own living educational theory? PhD thesis, University of Bath. Retrieved 19 February 2004 from http://www.actionresearch.net/delong.shtml

Máirín, Glenn (2006). Working with collaborative projects: my living theory of a holistic educational practice. PhD thesis, University of Limerick, retrieved 2 February 2008 from http://www.jeanmcniff.com/glennabstract.html

McDonagh, Caitriona (2007). My living theory of learning to teach for social justice: How do I enable primary school children with specific learning disability (dyslexia) and myself as their teacher to realise our learning potentials? PhD thesis, University of Limerick, retrieved 2 February 2007 from http://www.jeanmcniff.com/mcdonaghabstract.html

Roche, Mary (2007). Towards a living theory of caring pedagogy: interrogating my practice to nurture a critical, emancipatory and just community of enquiry. PhD thesis, University of Limerick, retrieved 2 February 2008 from http://www.jeanmcniff.com/MaryRoche/index.html

Sullivan, Bernie (2006). A living theory of a practice of social justice: realising the right of traveller children to educational equality. PhD thesis, University of Limerick, retrieved 2 February 2008 from http://www.jeanmcniff.com/bernieabstract.html

Cahill, Margaret (2007) My living educational theory of inclusional practice. PhD thesis, University of Limerick, retrieved 2 February 2008 from http://www.jeanmcniff.com/margaretcahill/index.html

References

Rayner, A (2004). Inclusionality: the science, art and spirituality of place, space and evolution. Retrieved 2 February 2008 from http://people.bath.ac.uk/bssadmr/inclusionality/placespaceevolution.html

ABOUT THE AUTHOR

Dr Jack Whitehead is a lecturer in the Department of Education, at The University of Bath, in England, United Kingdom.

 

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