Open reviewing process

Values and Voice: An intricate braid of teaching and learning, knowers and known - accepted for publication 010418

 
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Values and Voice: An intricate braid of teaching and learning, knowers and known - accepted for publication 010418
by Judith McBride - Friday, 6 April 2018, 7:11 PM
 

We, Sabine Charette, Lynda Giguère, Norma Hubbard, Martin Labrie, Diane Mallet, Judith McBride, Laurie McLeod, Sebastien Porco, Denise Schellhase, Kristen Witczak, are members of The Narrative Inquiry Group. 

Ours is a collective of teachers engaged in embedded, self-directed professional conversation/development, illustrating the value of being self-critical within the safety of a learning community, wherein we seek to articulate our values as lived in practice. With interwoven feelings, perceptions, thoughts, and a great deal of care for each other and the enterprise that is education, we create métissages, a braided view of our Selves and emerging living theories.

We welcome conversation.




 


(Edited by Marie Huxtable - original submission Monday, 27 March 2017, 2:53 AM)

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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Moira Laidlaw - Monday, 27 March 2017, 2:57 PM
 

Dear Sabine, Lynda, Norma, Martin, Diane, Judith, Laurie, Sebastien, Denise, and Kristen.


I am delighted to be a reviewer of your paper. I have never read anything like it. That is a wholly good thing, by the way, but I realised part-way through reading it that I started off merely analytically as you will see from my margin-comments. Then I realised I had to read it differently from my usual style. And the text simply grew in power and beauty and stature as I gave myself up to it. I ended up entirely convinced by the way you chose to narrate your individual stories so that there is equal prominence for both the one and the many! You have done something I haven’t seen effected so clearly before in an article: you weave your stories together in the way you clearly weaves your insights together when you are in the group. There was, for me, a real symmetry between form and content, and that only ever seems to happen when there is harmony, accord, development and, dare I say it, love. In my language, I would say that you have written counterpoint in which each voice is heard, respected, listened to, and yet the whole is clearly and unobscured and develops into something harmonically beautiful.

There are a few minor details of presentation I’ve alluded to in the annotations on the text – see attachment to this posting - that need looking at. If those small details are dealt with, then I recommend this paper for publication without reservation. It makes a distinctive and valuable contribution to Living Theory.

Best wishes to you all,

 

Moira


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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Judith McBride - Saturday, 1 April 2017, 6:55 PM
 

Dear Moira,

 

Thank you for taking on the role of reviewer for our article and for your kind words. Merci!

 

There are five of us working on our response today and other members of the group will have to be consulted before responses are posted on the website.

 

You have given us much to think about, particularly in terms of language and culture, as well as the necessity of being explicit about our particular context.

 

The editor sent us a copy of the rubric for focusing EJOLTs review conversation, and we would appreciate clarification on question #6. How are we to understand what is meant by “the normative background of the author and their work”? Are there particular criteria to meet?

 

We look forward to further conversation with the EJOLTs community.

 

Bonne journée!

 

Lynda, Norma, Judy, Laurie (via Skype) and Kristen for the Narrative Inquiry Group.


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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Judith McBride - Saturday, 1 April 2017, 6:55 PM
 

Dear Moira,

 

Thank you for taking on the role of reviewer for our article and for your kind words. Merci!

 

There are five of us working on our response today and other members of the group will have to be consulted before responses are posted on the website.

 

You have given us much to think about, particularly in terms of language and culture, as well as the necessity of being explicit about our particular context.

 

The editor sent us a copy of the rubric for focusing EJOLTs review conversation, and we would appreciate clarification on question #6. How are we to understand what is meant by “the normative background of the author and their work”? Are there particular criteria to meet?

 

We look forward to further conversation with the EJOLTs community.

 

Bonne journée!

 

Lynda, Norma, Judy, Laurie (via Skype) and Kristen for the Narrative Inquiry Group.


Picture of Moira Laidlaw
Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Moira Laidlaw - Sunday, 2 April 2017, 4:21 PM
 

Hi everyone. I would understand that criterion to mean that an author would need to offer the reader sufficient information about their context, background, perhaps work and culture, so that the reader could understand the significance to give to what the author has to say. So, for example, writers coming from a bilingual background, might be expected to offer some rationale for the easy adoption of two languages, whereas most readers might be expected to come from a mono-lingual background. In other words, a writer needs to bear a reader in mind and recognise that s/he may come from a different set of assumptions than the writer.

I hope that helps. If it doesn't, please write back.

Best wishes, Moira

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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Judith McBride - Monday, 3 April 2017, 2:56 AM
 

Dear Moira,

Thank you. I think this will be very helpful. I'll share it with the others and we will be replying to your comments shortly. I'd add that when we met on Saturday that we all agreed that this is an interesting opportunity to learn, excavating taken-for-granted meanings and going beyond.

Regards, Judy 

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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Moira Laidlaw - Monday, 3 April 2017, 12:56 PM
 

Hiya. That's one of the things I most love about Living Theory - the opportunities for learning. Do get back to me about anything I've written, or indeed anything to do with the paper at all. It's good to be in dialogue.

Warmest regards, Moira

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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Judith McBride - Sunday, 9 April 2017, 8:38 PM
 

After Our Revision-Meeting 

It wasn’t a writing meeting today, but it still contained the elements of one: good friends, good food, good talk, and we did read our writings. We had the usual round of laughter – this is dash, not a hyphen – and we left feeling a little je ne sais quoi, because this is Québec.

Yet, seriously, I went home and downloaded my files off our narrative page and re-read many of our pieces, and perhaps, more importantly, the comments that came after we posted. I was in awe. We are doing something so powerful, it extends beyond our words at times. I am not sure it can be truly appreciated by others as they read about us. There is something about the commitment of putting our thoughts on paper (or digital paper), along with the sharing our thoughts, and the discussions that follow (some discussions linger for days) that is so powerful, that only by experiencing it can one comprehend it.

When reading our files, I felt I was tracing our history, our journey to where we are now. It has been a satisfying and enriching journey, one that we are still on; a journey I am glad I am sharing with such incredible caring people. How did we find each other? There is an ebb and flow within our group. We can’t always meet as a group, as the demands of life keep some of us away at times, however we remain linked by our writing.

Merci mes amies.

Norma


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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Judith McBride - Sunday, 9 April 2017, 8:45 PM
 

EJOLTs: Values and Voice

Response to comment ML 18

The first thing we would propose is that translations of French text be appended with footnotes. A transcript of the French audio would be treated in the same manner.

 FOOTNOTE: These texts are presented in their original forms. The Narrative Inquiry Group’s members are multicultural and multilingual and work in diverse educational contexts, reflecting the plurality of life in Québec, Canada. Translations are available in the Appendices A and B.

Lynda, Norma, Laurie, Judy, Kristen


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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Moira Laidlaw - Saturday, 15 April 2017, 7:10 PM
 

Hi Judy and everyone. I think your suggestion about offering the translations as an appendix sounds just right, and would endorse the idea 100%. In that way you would be showing the appropriate respect for the different language-backgrounds of the authors and wouldn't then interrupt the flow of the main text itself.

With the translations as an appendix to the paper in place, I would see nothing then to prevent me endorsing it for publication.

Warmest regards to you all,

Moira

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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Judith McBride - Sunday, 21 May 2017, 2:49 PM
 

Dear Moira,

Thank you for your endorsement. We have appended translations and a transcription of a video in both languages. At present we are working on suggestions from other reviewers, but are delayed by the busyness of school at this time of year...hoping to be re-posting soon.

We are grateful for your thoughtful and encouraging comments.

Judy, for the Narrative Inquiry Group


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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Eleanor Lohr - Saturday, 8 April 2017, 9:27 PM
 

Dear Judy and fellow learners,

I wrote this review before reading Moira’s feedback, and it seems I might have taken a more ‘cut and dried’ approach.  Nevertheless I do hope you find my remarks helpful....they are sent with love and the hope that your paper will inspire others to find ways of learning together as you have done.

Eleanor Lohr


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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Judith McBride - Sunday, 9 April 2017, 3:10 PM
 

Dear Eleanor,

Thank you for posting your thought-provoking review. I shall forward it to the others, and when next we meet, we will have much to consider.

Judy (on behalf of The Narrative Inquiry Group)

Robyn Pound
Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Robyn Pound - Monday, 10 April 2017, 10:36 PM
 

Dear Judy, Sabine, Lynda, Norma, Martin, Kristen, Laurie, Diane, Sebastien, Denise, 

I wrote these pieces before noticing Moira and Eleanor's comments.

I love your paper for its novel and extremely useful methodology that solves the dilemma of writing together democratically, by giving equal weight to all knowledge contributions, and creating a rich united account that keeps individuals in view.  I found it believable and familiar, for the values involved, strength, passion, creativity, commitment, disappointments and frustrations. Brilliant.  

Individually 

We do not have the strength needed to create the braid  

To produce the sash 

But, strong ropes are braided from individual, weaker threads.”  love it. 


The videos are perfect for making it clear what you did and for following each individual in your contributions to the whole. The added bonus is in being able to see you all in action with the qualities of interaction implied by the methodology, and the naturally observable emotions. I am definitely going to see if the Skype and face to face research groups I belong to find braiding in this way a possible solution to our writing conundrum.


I also like how you included literature in the braids, melding in different influences in the creation of your method for your research purposes. I see the range of literature used more as exemplars for the emergence of the methodology than being critically reviewed. I shall try to explain why I see this as problematic in the case of Living Theory methodology and EJOLTS.  I am using the EJOLTS rubric for reviewing Values and Voices for the journal.   Your paper is primarily a Narrative Inquiry but the text also refers to action research and to Living Theory research.


I see each author is clear about the values you hold and most of you say that you have held these values all of your careers. Some of you refer to recognising yourselves trying to realise your values in practice while also recognising times when it is not possible. This is the problem to be solved. Values not possible/denied in real-life reality don’t appear to be used to explore the problem further in this paper.  Similarly I don’t see them used for evaluation or explanation of why things happen or as focus for the next round of research. I think this arises because the values do not appear to be actively seen in this research, as standards of judgement for accounting for your actions and checking that you actually do as you claim. Living contradictions (values denied in practice) is a central tenet of Living Theory methodology but appears to be missing here.  When values are central to research-in-practice they inevitably change in the course of the exploration about why contradictions occur (Moira Laidlaw,1996). Change is a central feature of action research and it is hard to identify it in this paper.


It may be that you didn’t intend using living theory in this way. Your intention was to map individual and shared experiences and influence others’ practice including those interested in teacher development in the highest positions.  I love the mapping and writing and find the themes, passions and struggles all very familiar and valid. But I don’t see much action in the research or much evidence of how the actions from the research has changed anything in classrooms or other places.  This is where I see a lost opportunity but not a problem for publishing this paper. I will try to explain how you could name it as a future research intention.


I was emotionally moved by the end of the paper when the team seemed so down-hearted by colleagues absent from the conference, people in power not seeing value in what you are doing and a feeling of hopelessness about it.   (I’ve been there)   It seems to me that if you all set about collecting evidence of how you use your values in your practice, you could show you that you make a difference and have a way to explain of why your values are important to effective educational practice. You could go further by using your values as standards for evaluating/ checking/validating/ demonstrating that you actually do as you claim. This could be the next phase of your research to restore hope and help find tangible persuasive evidence of your efficacy in presenting your knowledge beyond the group.  This is the evidence relevant to EJOLTS that is missing in the paper at present I believe.   I hope this makes sense. I am happy to hear your thoughts.

Robyn Pound




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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Judith McBride - Thursday, 13 April 2017, 5:09 PM
 

Dear Robyn,

Thank you for your encouraging review. I shall share it will the others and we will reply when next we meet.

Judy, for The Narrative Inquiry Group

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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Sonia Hutchison - Sunday, 16 April 2017, 11:48 AM
 

Dear Sabine, Lynda, Norma, Martin, Diane, Judith, Laurie, Sebastien, Denise, and Kristen,

Thank you for sharing your paper. Jack Whitehead has been telling me about it for weeks and waiting for it to be put up publicly, so it is a great excitement to read it. I have also been writing a joint paper which I have put up for review and had been struggling as to how to ensure our voices are both unique and joined together and of equal value. I find it interesting that in some ways we used a similar process but in some ways it was different. With so many authors yours is a braid whereas with two authors ours is more able to be jointly written as agreeing with two voices is a little easier than 10. I found myself imagining the text in different colours to make the words into the braid on the page. I am not suggesting you do this as it would make it difficult to read but I would be fascinated to know if it is possible to have an alternative version to show how each voice is braided in. 

I personally would also like a little more detail on the process - do you all write and then share your writings and then choose lines from all of your writings or are you all looking at your individual writing and choosing lines to braid in?

Thank you for sharing and for offering another way of writing together.

Sonia


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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Judith McBride - Friday, 28 April 2017, 3:46 PM
 

Dear Sonia,

Thank you for your comments on our EJOLTS submission.

We accept the idea of métissage as put forward by Hasebe-Ludt, Chambers and Leggo (2009), as a "...practical tool or strategy ...a site for writing and surviving in the interval between different cultures and languages ...a way of blurring and merging genres, texts and identities ..." (pp. 8-9).

Our unique voices are offered in the individual reflections on values. The lines of the braids are drawn from the individual pieces (pretty much) verbatim, and represent the merged and blurred voices. The lines selected may be offered by the author or by the listener. The products, the métissages, do not represent lost voices, rather newly found voices of hope, possibility and direction.

The idea of producing texts in color is an interesting one and appeals to our arts-based inclination. I wonder how editors and publishers would respond!

Again, many thanks.

Judy, on behalf of the Narrative Inquiry Group


Picture of Marie Huxtable
Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Marie Huxtable - Friday, 28 April 2017, 8:30 PM
 

Hi Judy


You said:

The idea of producing texts in color is an interesting one and appeals to our arts-based inclination. I wonder how editors and publishers would respond!

Why not try it and find out? :)


Marie



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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Judith McBride - Saturday, 29 April 2017, 4:05 PM
 

Hi Marie,

We like the idea of seeing the braid come together like the ceinture flechée, however, we are not ready experiment at this point. We have chosen a more academic rather than, arts-based voice for this paper. But we see the value in exploring this idea in order to understand the implications for our learning, the reader's space, unique and common voices. A future consideration will be interesting, but to change now would mean changing the methodology that we set out to explain in this paper.

Many thanks,

Judy, Martin, Seb, Kristen, Norma and Lynda

Picture of Marie Huxtable
Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Marie Huxtable - Sunday, 30 April 2017, 8:59 AM
 

Hi all

Interesting - I am thinking a lot about voices and the nature of the knowledge developed and which are developed through Living Theory research. I have been thinking one of the voices is 'academic and scholarly'. What you have said makes me think of what constitutes a 'traditional' academic voice as one of many academic voices, others of which are either not used or have a hard time getting heard - such as an 'arts-based' academic voice. Hmmmm... the relationship between thought and word, development of knowledge and language, the work of de Sousa Santos work that Jack has been talking about for the 1st Global Assembly for Knowledge Democracy, Pete Mallett's idea of pan epistemogenesis... You have given me a lot to think about. 

In the meantime I am looking forward to the next iteration of your current paper for EJOLTs.

Enjoying the smile your note has given me and passing it on

Marie


Picture of Eleanor Lohr
Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Eleanor Lohr - Monday, 29 May 2017, 2:02 PM
 

Dear Judy, Norma and fellow inquirers,

I so appreciate your commitment to each other, and to the loving processes that bind you together.  I believe that it creates many possibilities for both personal and professional development, and that it would be wonderful if others could benefit in this way by being part of such an Inquiry Group.

Norma described the group's almost ineffable relational experience by saying, 'we remain linked by our writing' indicating that the written narrative affirms the experience. However the writing does not yet explain how the experience becomes the educational practice. 

If you asked the questions, 'Why do we want to share this experience outside this group?' and 'What makes us think that joining a Narrative Inquiry group like ours would be a valuable methodology for other teachers?' this might help to provide explanations that would make a successful case for grant funding.  It might also begin the conversation about how this methodology could be described as 'living educational research'.

wishing you well, Eleanor




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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Judith McBride - Monday, 19 February 2018, 2:37 PM
 

Dear Moira, Eleanor, and Robyn,

 

Our revised draft is being posted here today. It has been a long time since we first posted for various reasons, most of them personal, but some delay resulted from the need for time to coordinate people, E-mails, and meeting times, locations; the time needed to understand the open review process; the time needed to think, read, share; the time needed to understand what we needed to say differently or better, and how.

 

It must be said that all of our voices are not represented equally, however we have remained true to our values of utterance and consensus. That is, no voice is more influential than any other.

We have considered the suggestions made by each of you and have chosen to address those that, we believe, clarify and strengthen our purpose.

 

We thank you for your earlier input, and, we hope, your continued interest.

 

The Narrative Inquiry Group, via Judy

2018-02-17


Picture of Moira Laidlaw
Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Moira Laidlaw - Monday, 19 February 2018, 5:45 PM
 

Hello everyone. I have thoroughly enjoyed reading your article in its amended form. I appreciate the translations in the appendices. Your work is a delight from beginning to end. I love the way the voices interweave and become part of the whole and back again. I love the way your (collective and individual) writings show their uniqueness through language, character, presentation and evocation (visual, linguistic and spiritual). I think what really 'gets to me where I live' is the aesthetic beauty of your article. It moves me as metaphor in poetry moves me, or a canvas by Delaroche, or a piece of Bach. It reaches into spirit and shows me what it is like to have love braided into every aspect. For me it has been an educational experience simply to read it. I have never read anything quite like it and it is, in my opinion, a most original contribution to Living Theory.

Thank you.

A small point. The paper as it stands is not in the required format, which I realise may be quite difficult given the braiding and organisation of some of the text.

Apart from the format, for me, this paper qualifies unreservedly as most suitable for publication in EJOLTS.

Warmest regards,

Moira



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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Judith McBride - Monday, 19 February 2018, 6:27 PM
 

Dear Moira,

Thank you for your prompt and supportive reply to the draft. 

I will get to work on the format right away. 

I have forwarded your comments to the others in the group, and I am sure they will agree with me when I say how gratifying it is to know that we have managed to communicate clearly and convincingly our shared concerns, frustrations, creativity, determination and love. Your response is a beautiful validation.

Thank you.

Judy, for the Narrative Inquiry Group.


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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Judith McBride - Wednesday, 21 February 2018, 3:50 PM
 

Following the review comments from Moira, the paper has been reformatted and posted again. Thank you for your guidance, Moira.

Picture of Moira Laidlaw
Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Moira Laidlaw - Wednesday, 21 February 2018, 6:22 PM
 

Hi Judith and everyone. Thanks for reposting your paper in the format. There is some more that needs to be done though, so that it fits EJOLTS' house-style. See  http://ejolts.net/files/Submission_Guidelines.pdf and at: http://ejolts.net/submission in the Paper Template document.

The main ones I noticed were the need for Calibri font for the main text and Arial only for Headings and Title.

I think the names of writers will need to be written on the LH side of the title-page if this is feasible to fit them there. Alternatively you might want to give the writers' names as a footnote on the first page and have the name of your group as you have it currently.

Don't worry about the spacings and physical layout on the page, as that will be taken care of after the full acceptance for publication.

I know this is tedious, Judi, sorry, but straightening out the details of presentation help considerably with the pre-publication work that needs to happen. I find that looking at a past paper helps in terms of matching style to style.

Warmest regards,

Moira


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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Judith McBride - Thursday, 22 February 2018, 1:12 AM
 

Hello again,

I thought I had it right, will try again.

Thank you for your patience,

Judy


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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Eleanor Lohr - Sunday, 25 February 2018, 12:15 PM
 

Dear Judy and Co-inquirers

I found the introduction to your paper so inspiring, it gave me goose pimples!  The reason for this is, I think, was because the nature of the writing signals an open invitation to the reader to take part in a brilliant and intimate weaving of place, relationship and ‘other’.  You have then evidenced this by showing the connections that arise through ordinary everyday conversation as well as those arising from Denise’s powerful presentation (Video1).  The paper gives the reader a taste of the range and nature of very varied connections that are respected and honoured but not ‘pointed to’ but which nevertheless bind the inquiry and are the building blocks of your learning community.

The achievement of this delicate but strong balance of inclusiveness, shows me that you are inclusive but does not tacitly address what the ‘challenges of the undertaking’ referred to in the abstract actually were (or are), and which would be wonderful to learn more about in your next submission!  After all, the difficult challenges and failures that inevitably occur within the Narrative Inquiry Group will be echoed in the school and the classroom and therefore is also likely to contribute to much learning.

On my first reading of your revised paper I became utterly engrossed in the giving and caring nature of the process, and excited by the prospect of finding out (1) how you represented the group learning (2) how the group went from problem to solution to problem (3) how as a group you met the challenge of improving what you are doing (3) how you evidenced, evaluated and validated your findings. 

Now, I am a very careless reader and know that I do not always ‘catch’ meanings first time around.  The explanation of how you represent group learning in metissage was great – I couldn’t miss that – it made such great sense. And going through the rest of my list (as set out above) I did find that you had addressed all of the other issues, and so whilst I have no hesitation in recommending this paper for publication I do think it might help the reader if you referred back with clear signposting to those earlier assertions, just to reaffirm that you have achieved what you set out to do.

Braiding and metissage is a wonderful metaphor for weaving together strands of different colour.  However as a spinner and knitter, I know that to ply the thread successfully, the strands need to be of equal weight and thickness.   The inherent beauty of your braid appears to me to be in the capacity of the group to find common purpose and connection.  Without that no learning would have been possible.

With love Eleanor


Robyn Pound
Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Robyn Pound - Monday, 26 February 2018, 9:40 PM
 

Judy and the Narrative Inquiry Group,

Thank you so much for resubmitting your paper.  I still love it for the reasons I wrote previously and believe your contribution to generating and presenting collaborative practitioner research is valuable. The braiding process as lived values is inspired.  Here, because of my experience as reviewer I will attempt a narrative reply.


I have recovered from my embarrassment at rereading the original version by mistake believing it to be the resubmission. All over again I appreciated the honest beauty and obvious supportiveness of the climate of acceptance and understanding between like-minded educators. The constraints you work under many will recognise.  I asked myself once more about the purpose of the enqiuiry and wondered about the influence of communal reflection and theorising on the education process of your students.  


Again, I made comments in the margins for each author. The paper seemed unchanged from my perspective and yet I found the climate of inquiry and braiding so captivating and refreshing that I missed my error and that it was the same paper! There is much in your paper to influence my attempts to write collaboratively. I find it difficult. 

'Basing our actions on the democratic principle of consensus, no voice is louder, no influence stronger, no idea worth more than any              other.'  

I also claim this motivation but find it hard to achieve.  


You demonstrably achieve collaboration.  Your methodology demonstrates the values each of you live in the research process.  You achieve a narrative inquiry so novel and yet familiar that I believed the paper must be included in EJOLTS.  But the first paper bothered me again that its purpose, evidence of change and influence was not clear.  I was puzzled ... then I noticed my error.  Researching in a group with values similar to those variously expressed by you all enabled me to develop a degree of courage to be imperfect an d to face my mistake.  I read your new submission.


The additional living theory frame you have introduced led me to better understanding of your inquiry intention and process.   I understand more clearly now that you use Living Educational Theory methodology as adjunct to Narrative Inquiry because of its usefulness to holding together the parts and the whole of the context and the issues you face.   You are developing a methodology to support your collective understanding of what it is to inquire together and to explain it.  THIS is the focus of your explanation and there is plenty of evidence for your claims.  True to your values you ask, 

       'How many problems would disappear 

      If teachers learned in the same way our kids learn?'


As reader, I had read through my biased 'How  can I improve what I am doing?' lens and looked  for signs that you were doing the same.  Maybe you are, but in this inquiry you are exploring and explaining something different and this is new to me. Blinkered, I missed the importance of your focus on the researching process and your explanation of personal development.  This is the contribution you make and I believe it is worthy of publication in EJOLTS.  Would it be possible to acknowledge that inquiring into the influence in your practice and your students and even the organisations you work in could form the next phase of your individual but collaborative search?

Robyn Pound



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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Judith McBride - Tuesday, 27 February 2018, 2:15 AM
 

From Norma:

 I do like the final comments about the equal weight of each strand. I like to think our group does this - equal voices, a balance between all of us. I think it is one of the strengths of our group.

Picture of Judith McBride
Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Judith McBride - Thursday, 1 March 2018, 12:51 AM
 

In response to Robyn's closing question. If it is about where do we go from here, or how do we take it forward? 
Our group is small, but constant. Our members provide vital support to one another, and that support is not limited to just the educator, we are there for the whole person. Often there is no external support, such as support from our administration(s) or school board(s); this makes our group even more necessary. Our grassroots approach is part of the power of our narrative group. We are our own PD (professional development) and this is immeasurable within our stressful lives. We are not ignoring our school boards, rather we continue to progress regardless of them.

Norma Hubbard 


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Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Judith McBride - Wednesday, 7 March 2018, 2:32 AM
 

Dear Moira, Eleanor and Robyn,

The revised version of our article is posted here. We feel that we have accomplished what we set out to do, and at the same time, hope that we have honoured your suggestions and  EJOLTs values and purpose. This has been a valuable reflection/learning experience for each of us in many different ways, and we are grateful for your thoughtful guidance and encouraging words. Most of all, we thank you for your care with our ideas, and patience as we have gained understanding. It has been a long time since we began this piece, and we have needed that time to linger and learn. We hope that our efforts and contribution justify your investment.

Sincerely, 

The Narrative Inquiry Group

 


Picture of Moira Laidlaw
Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Moira Laidlaw - Sunday, 18 March 2018, 5:09 PM
 

I am writing to say that I recommend the publication of this wonderful paper in EJOLTS. The originality of the methodology and the ways in which the paper is written (showing the interwoven nature of the relationships and ideas) remind me that Living Theory offers us hope for the future of humanity.

Living in hope matters so much.

Thank you all very much.

Warmest regards,

Moira

Robyn Pound
Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Robyn Pound - Monday, 19 March 2018, 10:35 AM
 

Judy, Martin, Seb, Kristen, Norma and Lynda,

I have learned something every time I read your paper and feel the connected dedication to each other and the whole.  You have made the intentions, insights and presentation very clear and I love the way you do this individual and collective inquiry with the collaborative regard that is evident. I get the movement and influence now and appreciate the inspiration and value of conversation,  individual writing and braiding for discovery, presentation and influence.  I have pleasure in recommending publication of your paper in EJOLTS.

with warm regard,

Robyn

Picture of Eleanor Lohr
Re: Values and Voice: An intricate braid of teaching and learning, knowers and known
by Eleanor Lohr - Sunday, 18 March 2018, 2:45 PM
 

Dear Judy and All,

As I wrote in my previous reply, "I have no hesitation in recommending this paper for publication". However for the avoidance of doubt, I will reword my recommendation: I am advising acceptance for publication as it meets the EJOLTS criteria.

The revisions have shown how the narrative inquiry group supports professional development, finding common ground in the braid whilst retaining and accepting individual perspective.  Your methodology is remarkable 

Many thanks,

Eleanor