Hi, Jocelyn. Thank you so much for your suggestions for improvement. I have made amendments based on them. You helped me clarify some of the writing and caused me to rewrite, and improve, the abstract by “including some of the more powerful concepts from the paper into the abstract.” See what you think:
In this article, I explore my educational relationships and probe into how it is that I encourage
and support others so that they experience being loved into learning. I examine
my experiences facilitating Living Theory research in Masters cohorts, presenting at conferences and writing EJOLTs articles as I contribute to a legacy for transforming social change.
The ontological importance of dialogue in relationships informs this approach to educational
conversations as a research method. I describe and explain an educational journey shared by a
university teacher, Michelle Vaughan, and myself (Jacqueline Delong), a Living Theory educational
consultant, over a ten-month period. After meeting at an ALARA workshop in June, 2018, our
relationship developed in virtual meetings through Zoom technology, recorded and shared through
YouTube. The nature of our influence can be seen through the videos and emails, embodied in a
form of inquiry that focuses on dialogue.
The research demonstrates my continuing commitment to building respectful, democratic and
caring relationships within a living culture of inquiry and my ongoing, loving encouragement and
support of practitioner-researchers as I love them into learning. These are my living standards of judgment. The nature of my educational influence, (upon myself, upon others and upon social formations), resides in the creation of living theories in living cultures of inquiry. It is embodied in my dialogic way of being and highlights dialogic research combined with digital data as a form of representation.
With this study I intend to make public a valid account of living-theory research to contribute to the
development of an educational knowledge base. A Living Theory movement is growing where
individuals like Michelle share their embodied knowledge and commit themselves to influencing
others to join us in improving ourselves and the world that we inhabit for the flourishing of humanity.
My claims to know have been strengthened significantly through the thoughtful consideration of
my Validation Group and the EJOLTs reviewers.
I am unsure what to do with your response about ‘epistemicide’. I have written an article on the topic (Delong, J. (2017). Respecting and Legitimating the Embodied Knowledge of Practitioners in Contexts of Power Struggles Educational Journal of Living Theories, 10(1): 43-71 http://ejolts.net/node/298). I don't want the article to be about it and yet, I am reluctant to remove it entirely. I'm not sure that it adds to the paper but somehow I want this reminder in there about what many practitioners face in their research, including my colleague, Liz Campbell. Her PhD is about love and joy and is also about how universities make lives hell. It can be found at http://www.actionresearch.net/living/campbellphd/campbellphd2018.pdf
Let me know what you think.