draft 11/07/2012

1. draft 11/07/2012 place, space and social justice in education enclaves, systems and voice Bill LawThe Career-learningCAFÉwww.hihohiho.com

2. place and space as enclave may be local or cosmopolitan - people comfortably and informally approach each other - feeling that they belong - making valued contacts - keeping each other in view social circle usually a religious or other cultural membership - favouring a distinctive activity - offering advantages not available to others - with procedures and requirements for joining, leaving and exclusion association formed by following and seeking followers - by sharing preferences and aspirations - visitors appear because they identify with the inhabitants - or are spying - or preparing to exploit on-line location people nurture, oversee and protect their space - or, where it is damaged or disowned, they may neglect or defile it - inhabitants approach and avoid each other on the basis of congeniality neighbourhood people are there because it is what they can afford - it may be economically-similar but can be culturally-diverse - there is an awareness of the way in which post-code affords opportunity community people feel a need to defend the space - which involves making alliances and demanding allegiance - there may be no-go areas - pushing out those seen as invaders - occupying as if besieged territory

3. systematic programme development input…what goes in? process…what goes on? outcome…what comes out? • wider horizons • excitement • possible change-of-mind • sense of new beginning • memorable learningtransferability • home and travel experience • social circle • range of friends • experience of work • imagining their own exclusionmapping exploration of other possibilities 1: among the students… • knowledge of students • opennesssensitivity • winning interest • questioning assumptionsbuilding trust • increased credibilityexpanded expertise 2: by the educators… • personal biographies • knowledge of employees and service personnel • willingness to meet studentsability to deal with • questioning • meeting new peopleconnecting with the un-connected • wider awareness • greater inclusivityinterest in other children 2: in the enclave…

4. issues for r&d in education • ... on beliefs > ambition is shaped by the locally favoured - in sequestered suburb, run-down neighbourhood and remote village • > we cannot know in advance how local people will respond to our programme > ready-made measures of effectiveness are less useful than observations of how local people use learning • ... on research • > ready-made criteria for effectiveness are originated by dominant interests • > they are centrally-portrayed as a kind of patriotism > parading research findings are secondary to understanding the local experience they must serve • ... on planning > a programme which serves the interests of some can damage the interests of others • > progress depends less on what ‘leaders’ claim - more on who believes them • > heeding local voices means excluding ready-made thinking

5. voice as narrative • speaking of where you come from, and where you could be headed • of what you’ll hold onto and what you’ll let go • with nothing fixed, unless you let it be fixed • _______________ • not trying to please everybody • and knowing that some will not agree with you • but better, now, to figure out who • _______________ • saying something special • for people who will want you • because they’ve taken the trouble to know you • _______________ • speaking for yourself, and people who care about you • and whom you care about, and will ever care about • and who will, one day, depend on how you now figure things out

6. information blog: ‘managing careers, convenient myths and local voices’ http://cloudworks.ac.uk/cloud/view/6374 _______________ monograph: ‘place, space and social justice in education - enclaves, systems and voice’ http://www.hihohiho.com/newthinking/cafspaceandplace.pdf _______________ this presentation: http://www.hihohiho.com/newthinking/cafspaceandplace.pptx _______________ contact: bill@hihohiho.com