* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Keynotes_2015 - SERA Conference 2016
Survey
Document related concepts
Inquiry-based learning wikipedia , lookup
Cooperative learning wikipedia , lookup
Implicit learning wikipedia , lookup
Cooperative education wikipedia , lookup
Project-based learning wikipedia , lookup
Concept learning wikipedia , lookup
Differentiated instruction wikipedia , lookup
Educational psychology wikipedia , lookup
Reflective practice wikipedia , lookup
Learning theory (education) wikipedia , lookup
Constructivist teaching methods wikipedia , lookup
Transcript
Keynote 1: Anthropology and the Education of Attention Tim Ingold I argue that education, and not ethnography, should be the primary purpose of anthropology. To substantiate this argument, I also establish two parallel claims. First, while education is something we undergo, this undergoing is active and not passive. Second, it is fundamentally about the development of powers of attention rather than intention. I begin with the distinction between doing and undergoing, explaining what it means to say that doing is encompassed within undergoing rather than vice versa. I then imagine what happens when a being whose doing is thus encompassed begins to walk, by contrasting the walking of the maze with that of the labyrinth. Maze-walking, I argue, is intentional, whereas faring in the labyrinth is attentional. This leads to a discussion of alternative senses of education, respectively as instilling knowledge in to minds and leading out into the world, and to corresponding meanings of attention, respectively as attunement and exposure. Contrary to orthodox accounts, I argue that in any skilled practice, just as attunement follows exposure, so submission leads and mastery follows. Finally, I apply this argument to the key way of working in anthropology, namely participant observation, showing how the praxis of anthropology is itself an education of attention. Keynote 2: Rethinking Educational Change: Harnessing the power of collaboration? Chris Chapman It has become widely accepted that school improvement research, policy and practice is associated with making schools ‘better places’ for students, teachers and the wider community (Reynolds et al., 1996). More specifically, Hopkins and colleagues (1994) argued that school improvement is concerned with enhancing student outcomes by focusing on the teaching and learning process, and by nurturing the conditions necessary to promote positive school cultures. This involves building the capacity to manage change effectively by developing a critical perspective rather than “blindly accepting the edicts of centralized policies” (p. 3). In this sense the school improvement change efforts have tended to adopt a bottom up perspective to educational change. Drawing on instructive examples of practice, this presentation argues we need to develop a perspective that this requires deeper understanding not only about school level improvement processes, but also about high leverage approaches to leadership, partnership and collaboration, both ‘between’ and ‘beyond’ schools (Chapman et al, 2009). This shift in emphasis is underpinned by the challenge of working across organizational, geographical and professional boundaries and also by the fact that as we move from within- to between- and beyond- school improvement the knowledge base associated with effective improvement strategies becomes less secure. As the instructive examples illustrate, the complexity of rising this to this challenge is difficult, requiring a fundamental rethinking of roles and relationships within systems. In conclusion, in order to highlight the need to develop a empirical evidence-base for Scotland, the presentation offers a number of questions for reflection that might inform the debate. References Chapman, C., et al (2009) New Models of Leadership: emerging patters of practice, Nottingham: NCSL. Hopkins, D., Ainscow, M., and West, M. (1994) School improvement in an era of change. London: Cassell. Reynolds. D., Creemers, B. P. M.,Hopkins, D., Stoll, L. and Bollen, R. (1996) Making good schools. London: Routledge. Keynote 3: Matters of professional responsibility for hopeful futures Tara Fenwick, University of Stirling At a time when issues of professional responsibility and professionalism are invoked almost continuously by concerned policy makers and a nervous public alike, it is important for professionals themselves to grapple critically with certain disturbing representations and prescriptions that are circulating in the name of improving quality. In these matters of professional work, I adopt what some call a ‘sociomaterial’ perspective, working upwards from the difficult, messy and highly complex material dynamics of everyday practice – the ‘matter’ of the matter. Two questions animate my discussion: How can we understand professional responsibility, if it is a ‘mattered’ and relational enactment? What practices of professional responsibility might lead to more hopeful futures? From a sociomaterial perspective, my presentation will examine changing meanings of professional responsibility within broader contexts of the general undermining of professional work, knowledge and authority. In particular, I suggest six governing regimes that are wreaking important changes in the expectations and moral imperatives constituting professional responsibility. Then, in the spirit of the conference call for ideas about living wisely and well, I turn to everyday practices of responsibility that professionals can – and do – employ. These are strategies that knit themselves and others into more affirmative possibilities for well being that may avoid both the naïve idealism and inflated prescription that often seep into existing discourses of professionalism and professional responsibility. The arguments of this presentation are developed more fully in the forthcoming book: Professional responsibility and professionalism: a sociomaterial examination (Routledge 2015). Keynote 4: Education because the whole Earth matters: Reconceptualising dialogic spaces, learning places and meaningful pedagogies Do Coyle This address will consider how learning as an ‘ecosystem’, where participants adapt to their environment and in so doing shape that environment, challenges current pedagogic practices. If the ‘classroom’ defines learning and is defined by learning then interaction between inherent systems is fundamental involving physical, psychological, social and cultural dimensions with languaging at the core. Through reciprocal processes of interaction and adaptation, it demands that participants are empowered to deepen their learning by working in, through and with organic dialogic spaces. When spaces are constrained by specific interpretations of curriculum and pedagogies acted out through ways of being and behaving in that space, then the potential for tackling real-world problems from multiple perspectives is limited. Drawing on visual classroom scenarios, the session seeks to pose uncomfortable questions. It challenges us to revisit what we mean by learner participation and interaction, digital literacy, scaffolding and progression which bring into question how societal values such as equality, diversity and global awareness underpin practices. It asks why what we do know about inspirational learning has not found ways of readily shaping pupil-teacher experiences. Finding solutions involves accepting responsibility and consolidating approaches to multi-layered actions if we are to ‘make that difference’ – because it matters.