Engaging Educators in Representing Their Knowledge in Complex Ecologies and Cultures of Inquiry
Accept – Publish as stands.
As I review this paper there are so many issues that come to the forefront that I have to really try hard to put them in order so that I may be lucid. So many thought that have been evoked by reading the paper, so many dilemmas disentangle … or at least made understandable, so much excitement…… that I have to take a deeeep breath and try to write then in order and comprehensively.
Yes, Jacqueline your writing is clear and logical. Yes, it does sound true, and there is enough life-affirming energy to ensure that your claims are justified.
Reading this paper has brought to mind a huge dilemma I had about working on the Life Skills project I am carrying out in Gujarat – Phase III. I had talked to Jack about it. It concerns a video -conference lecture through BISAG (http://www.bisag.gujarat.gov.in/index.html and http://dst.gujarat.gov.in/bisag_inside.htm ) I have to deliver to 1 lakh 94 thousands primary teachers pertaining to life-skills education using drama.
- My first problem was teaching so many teachers simultaneously…even though they would actually be in their home towns and villages listening. I wondered how would I really reach out to them?
- Secondly, teaching them about the use of drama. Not ordinary everyday plays but drama-in-education (DIE). None of then have ever been exposed to DIE.
- Thirdly, and most importantly drama is an experiential medium. How would I do instruct it through video …. when I really cannot see what they are doing?
May I was being to traditional…too stuck-up …maybe the actor in me was trying to pull the teacher down, saying, ‘It is Ok for performing arts to be telecast through the video medium BUT teaching! It is not possible to be truthful. You will not be able to claim that you actually taught the teachers.’
At the same time I desired to perform a ‘super hit’ performance. It was an opportunity I was not going to let slip through my hands. Here was an opportunity for me to fulfil my dream or rather moving towards it ..of having life-skills education in all the villages, towns and cities of my country. Maybe it is merely one state –Gujarat (Area 196,124sq.km, Districts 25, Population 55,696,629) But I am sure you can image seeing the numbers what a huge task it is?!
Jacqueline, your paper has brought about a ‘personal transformation’ to my thinking. It has influenced me and as I sat curled up reading your paper Part Three. pg.14 onwards…really shook me up.
The lines … ‘I give examples of teacher researchers moving from reliance on print to the use of multi-media and artifacts to represent knowledges in complex ecologies. I also try to model using multi-media to transmit learning and the meaning of embodied energy-flowing values. ‘
Even though digital technology is new to us..I believe…or rather now believe that we as ‘soldiers of the Living Educational theory battalion’ should be drawing on it…it takes me back to my thoughts when I was studying for my doctoral degree… Schön’s ‘battle of snails’ happens so slowly….but I have not enough time for slow battles…I have to fight fast and vigoursly…
Digital technology is the way… even when I am working with teachers from Rajpur village where there is no post-box …there is a way for BISAG to reach there…I am now sure my pedagogical approach will match the message I seek to communicate….If it was not for your paper I would not have prepared for it with confidence that I will succeed.
Jacqueline, I am sure your paper will move many as it has moved me….
Using multi-media is difficult work, especially as you begin. As I gain more experience, it is easier but there always seems to be a new challenge. I am now thinking that I want to know what the master's graduates and my next group of students in the summer programme see in the clips and if we are in agreement or if they see other aspects.
I do see what a huge task you have. I'm wondering if you might video a dramatic production and /or a conversation with a colleague about using drama in Life Skills classes so that the teachers can see examples of what you mean. Sounds exciting.
If you'd like to share, do send it on. thanks for your encouragement.
Many thanks for offering me a delightful opportunity for engage with your thinking. I found your paper an interesting and very thought provoking challenge, a rich dish that I want time to digest to fully enjoy. I have taken the liberty of making a few notes on the copy attached which I hope might be of some help when you have a final check through. I am not good at English or at dealing with academic conventions for writing papers so I urge you to check with someone else before making any changes.
I am looking forward to seeing your paper published very soon!
I have spent some time this afternoon reading this very complex and comprehensive paper. I am in awe at your ability to present your reflections so thoughtfully, and illuminated by a rich variety of literature. Thank you so much for the sharing.
A couple of minor techno-glitches, which MAY be the result of slow broadband at my end, but I was able to access all the clips no problem up to video 5. That clip'came up' fine but the sound wasn't too great. Video 6 wouldn't load up for ages (I tried three times, and gave up each time). I noticed in YouTube that that clip has been opened only 3 times, whereas most of the others have been opened closer to 10 or more times, so perhaps others have had the problem I had too. And video 7 just came up with a 'site unobtainable' type message.
I have to say, though, that as I've written about the need for research/ers/the academy to open up their perspectives about alternative ways of presenting knowledge - particularly indigenous knowledge - it is a delight to see such clips as the ones where your indigenous colleague is explaining knowlede through her explication of the blanket, for instance. And SO GREAT to hear indigenous people claiming confidence in their own forms of knowledge. Long may it continue, and thanks to EJOLTS for making this form of sharing possible.
Pip Bruce Ferguson (New Zealand)
However, if you would face with any problem in making subtitles, just send me a transcript of video and I could make subtitles for you.
I, too, think that clip of Deneen telling her story through the artifact is so inspiring. I feel it every time I play it.
I want to thank you for your work which I have drawn on to support the case for alternative ways of representing knowledge.
Glad you've found my work helpful. One of the inspirational aspects of this kind of public critique is the possibility it gives viewers/readers of the work in progress, to contact authors and to spread the work around. Jack's the acknowledged 'master' of this in my opinion - it amazes me how he is able to keep in mind, and to cross-refer, such a range of work across the globe.
As you'll know by now, Jackie, I have been able to share Deneen's videoclip showing the indigenous knowledge encapsulated by her blankets, with Māori colleagues at the Wānanga where I used to be research manager. When I told them at a recent meeting of the clip, they were most keen to access it. So one aspect of your work has already been to connect up indigenous researchers with each other, Canada to New Zealand!
All the best with the next iteration of the paper.