1 / 27

Doing knowledge work in tough schools

Doing knowledge work in tough schools. Lori Beckett 10 November, 2009 Flinders University. Workshop. Doing knowledge work? Emphasis in partnerships? What has been done? Stock-take? What we have learned? Contribute to knowledge building. Possible terms of partnership?.

aminia
Download Presentation

Doing knowledge work in tough schools

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Doing knowledge work in tough schools Lori Beckett 10 November, 2009 Flinders University

  2. Workshop • Doing knowledge work? • Emphasis in partnerships? • What has been done? • Stock-take? • What we have learned? • Contribute to knowledge building

  3. Possible terms of partnership? • PLD seminar-workshops • Teacher action inquiries • School-based work • Teacher accreditation • Widening participation/recruitment • Newsletters & going public

  4. Acknowledgements Dr Jon Tan Iain Poole Neil Priestley

  5. Policy milieu • different responses • history • context • links to social policies • challenges & tensions

  6. 2008 Inclusion Profile for Little London Primary School

  7. Position of your school in the Leeds distribution for Demographic measures

  8. Position of your school in the Leeds distribution for Demographic measures

  9. Position of your school in the Leeds distribution for Demographic measures * as measured by the Index of Multiple Deprivation 2004

  10. 2008 Inclusion Profile for Little London Primary School

  11. As with all our collaborations we have grown through the process – learning from one another, rewriting each other’s work, clarifying one another’s ideas and struggling to get it right (p.3)

  12. What we have learned • Engage with emerging community • Identify & name aspects of practice • Enable more constructive conversations • Talk about shared backgrounds & beliefs • Articulate commitments to equity & social justice • Discuss suggested readings

  13. Opportunities to build knowledge • and understandings … all our • activities, including reading, • geared to asking: • What do you know about • teaching? • how do you describe it? • What can we share? • …naming educational ideas & finding common ground btw staff klg & academic klg

  14. What we have learned • Encouraging new ways of talking & thinking • Get to know staff & status as learners • Critical discussions about engaging ideas, concepts & theories

  15. Cochran-Smith & Lytle: Different conceptions of teachers’ learning – although not always explicit – lead to very different ideas about how to improve teacher education & professional development, how to bring about school & curricular change, & how to assess and license teachers over the course of a professional life span.

  16. Based on a particular conception of teachers’ learning: teachers learn when they generate knowledge of practice by working within contexts of inquiry communities to theorise & construct their work & to connect it to larger social, cultural and political issues (Cochran-Smith & Lytle, 1999, 2001)

  17. Source: The Guardian 23 September 2009

  18. Source: The Guardian 4 May 2009

  19. Source: The Guardian 8 October 2009

  20. Principles • Partners register a commitment • Recognition of the complexities • Acknowledgement of constraints • Sustained PLD • Find the common ground • Understanding context & its impact • A tailored response • Respectful and trustworthy relationships

  21. Follow-up • http://www.unisa.edu.au/hawkeinstitute/ncsehe/events.asp • 2010 BERA conference, Warwick: Practitioner Research SIG • L.Beckett@leedsmet.ac.uk

More Related