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Adrian Underhill

Adrian Underhill Equal Opportunity and Diversity in ELT: bringing enquiry and reflective approaches to teacher training and practice. The British Council Equal Opportunity and Diversity in ELT Bringing inquiry and reflective approaches to teacher training and practice Adrian Underhill

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Adrian Underhill

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  1. Adrian Underhill Equal Opportunity and Diversity in ELT: bringing enquiry and reflective approaches to teacher training and practice

  2. The British Council Equal Opportunity and Diversity in ELT Bringing inquiry and reflective approaches to teacher training and practice Adrian Underhill 21st Feb 2009

  3. Agenda: Introduction Framing EO&D work as leadership activity EO&D in teacher training syllabuses Inquiry model connecting values to impacts Reflective activities for EO&D in teacher training Closing

  4. We don’t see our own seeing…

  5. Normally we don’t see that our assumptions are affecting the nature of our observations… According to what you assume, you will collect and gather certain information as important and put it together in a certain way… I don’t look at my assumptions, because it is my assumptions that are doing the looking …. I may question a belief, but I do so through another belief… David Bohm 1996 On Dialogue

  6. New paradigm / Post-heroic leadership: Everyone influences…everyone is a leader….. CEO door keeper …. a continuum 2. Leadership as an activity…. the activity of a citizen from any walk of life mobilizing people to do something 3. Systemic complexity favours dynamic connectedness rather than control… 4. Evolution of values and meaning is part of leadership work

  7. There is a difference in leadership behaviour between operating with the idea that: …leadership means influencing the community to follow the leader’s vision or with the idea that: leadership means influencing the community to face its problems… Heifetz calls the latter Adaptive Work

  8. Adaptive Work consists of working with the gap between what people value and what is actually happening Heifetz 1994 Leadership Without Easy Answers

  9. We engage with life-enhancing leadership when we: • work to bring out the best in us • use the intelligence that exists everywhere in the community • hold open opportunities to contribute • - start conversations about what matters • depend on diversity • Wheatley 1992. Leadership and the New Science

  10. Resonant wordings (TC Diploma): “Applicants with special needs… Cultural appropriacy… Language and gender… Learning styles… Evaluate own awareness of cultural relations in the group…..”

  11. Resonant wordings (Cambridge ESOL Diploma) “Teach the class as a group and individuals within the group, with sensitivity to the learners’ needs and backgrounds, level and context, providing equal opportunities for participation …”

  12. Developmental action inquiry: Bill Torbert proposes four territories of experience that we can choose to examine: Impacts and outcomes Actions and behaviours Thinking and planning Values and purposes We engage in significant personal and organisational development when we inquire simultaneously across these four levels of experience

  13. Outcomes / Impacts Actions / Behaviours Thinking / Planning Values / Purposes Bill Torbert 2004 Action Inquiry: Timely and Transforming Leadership

  14. Developing EO&D awareness and commitment in teachers: Get conversations going amongst trainee teachers on whatever aspects of EO&D have been experienced or have personal meaning Invite noticing during teaching, reflecting, discussing and developing actions Develop a culture that strives to be more richly informed and empathetic regarding learner experiencing

  15. Diversity in the training room / staffroom: Appreciative inquiry of individual differences, Selected psychometrics (eg Belbin, MBTI, Learning Styles etc), Unpacking personal experiences of difference, Awareness-raising questionnaires, Seeing other perspectives, Surfacing assumptions, Listening to language differences

  16. Surfacing assumptions within materials: Eg gender loaded authentic materials, Notice, comment, adapt Media texts: unpack power and attitude assumptions Stock ELT materials eg “What do the flash cards say?” What assumptions about learning does the course book author make but not declare?

  17. Class management and interventions: Facilitation of challenging situations Empathy, Acceptance, Congruence Taking a stand: Support actor, challenge action Introduce Mediation training Responding to different special needs

  18. And finally: What matters to you? What are your next steps regarding EO&D in your work/training place? What conversations do you need to start within your system? How will you know when you’re making progress?

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