Tuesday, 23 June 2015

Day Two: Understanding Praxis in the Context of Cultural Institutions: A Tribute to Jean Rudduck

Again, I am just going to publish the notes I took during today's Keynote speech. I may go back and flesh these points out at a later date, or I may leave them as a stream of consciousness. Much of what I recorded here are direct quotes from Susan Groundwater-Smith and are not necessarily my own thoughts. I have tried to indicate my own interpretations in italics:

Susan Groundwater-Smith - Keynote speech

Susan started by saying that she was/is primarily interested in emotional responses of students. She suggested that they are often underestimated and overlooked. Straight away, she acknowledged that it was/is because of Jean she can see profound messages from youth. The following points are brief summaries of what she said throughout her presentation:

How she came to know Jean
- In the speech, she didn't refer to Jean as 'Rudduck' but as 'Jean', to emphasis the familiarity between them and present the warmth of the person that she was.
- 'Jean saw Lawrence Stenhouse had a vision of teacher and pupil and learning that went on between the two that exceeded the norms of the day'
- She discussed an argument that she had with Jean regarding the use in UK of the word 'pupils' and 'students' - this was an argument that they never resolved, but this wasn't necessarily a bad thing. Susan stated that she felt that the word 'pupils' positions them as having less agency, though Jean didn't agree with that.
- Together, they wanted to expand assumptions of what a pupil 'is' - essential from a young persons perspective that the conditions of learning needed to satisfy six criteria: respect, fairness, autonomy, intellectual challenge, social support and security.
- Susan then familiarised self with Stenhouse and going behind the case study - look at the data that informed the case study - an 'edited primary source' (quoting Stenhouse)
- Jean encouraged her to 'think about the relationship between information and knowledge'
- Case record vs case study - something to look into in more detail at a later date
- Jack Hexter and the second record

Using 'case records' as a fulcrum for learning
-cited Elliot, J. & Norris, N. (2012) The Stenhouse Legacy in J.Elliot & N. Norris (Eds.) Curriculum, Pedagogy and Educational Research. London: Routledge, pp 137-152

Might be an interesting article to seek out and read. 

Branching out - an understanding of praxis
This section went quite quickly! I wasn't able to get much down. 

Principles for participative engagement
I will try to get access to the 8 points that Susan discussed, and post them here at a later date. I couldn't type quickly enough to get them down ^_^ I think many of them are reflected in current BERA standards regarding students and research. 

Working with cultural institutions -emotional engagement, two narratives
First discussed the impact of the Yiwarra Kuju exhibition - National Museum at Canberra. Based on a stock route to the north, where the environment was alienated in order to move cattle. Students went to see the exhibition, reflected on it, and pondered what had taken place in Australian history. Saw it as a metaphor of their own learning journey; students who went to the exhibition researched their encounter with the exhibition and with each other. The paintings and stories really influenced the students - use that to express their experience through their own painting and extracts.

They had to construct visual and verbal narratives, map the development of their learning space, among other things. They had to draw on their past, present and future of how they saw themselves as learners. Emotional experiences and responses were drawn on the most.

I think it would be beneficial to read this paper - which I think Susan has said will be made available to those who wish to read it. I will definitely give it a read, as I am very interested in seeing how students respond to their learning. 

Why does emotional engagement matter? It provides us with insight!

Strengthening participation beyond the classroom
Again, I wasn't able to get much down at this point, as I was listening too hard! 

Apologies again for the extreme 'rambling' nature of these notes. I find it helpful for me to jot down interesting ideas that I hear, but often these might not make sense to an outsider.