Pedagogy, Education, and Praxis in Critical Times PDF
Preview Pedagogy, Education, and Praxis in Critical Times
Kathleen Mahon Christine Edwards-Groves Susanne Francisco Mervi Kaukko Stephen Kemmis Kirsten Petrie Editors Pedagogy, Education, and Praxis in Critical Times Pedagogy, Education, and Praxis in Critical Times · · Kathleen Mahon Christine Edwards-Groves · · Susanne Francisco Mervi Kaukko · Stephen Kemmis Kirsten Petrie Editors Pedagogy, Education, and Praxis in Critical Times Editors KathleenMahon ChristineEdwards-Groves DepartmentofEducationalResearch SchoolofEducation andDevelopment CharlesSturtUniversity UniversityofBorås WaggaWagga,NSW Borås,Sweden Australia SusanneFrancisco MerviKaukko SchoolofEducation FacultyofEducationandCulture CharlesSturtUniversity TampereUniversity WaggaWagga,NSW Tampere,Finland Australia KirstenPetrie StephenKemmis TeHuatakiWaioraSchoolofHealth SchoolofEducation UniversityofWaikato,Hamilton CharlesSturtUniversity NewZealand WaggaWagga,NSW Australia ISBN978-981-15-6925-8 ISBN978-981-15-6926-5 (eBook) https://doi.org/10.1007/978-981-15-6926-5 ©SpringerNatureSingaporePteLtd.2020 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpartof thematerialisconcerned,specificallytherightsoftranslation,reprinting,reuseofillustrations,recitation, broadcasting,reproductiononmicrofilmsorinanyotherphysicalway,andtransmissionorinformation storageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilarmethodology nowknownorhereafterdeveloped. Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthispublication doesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfromtherelevant protectivelawsandregulationsandthereforefreeforgeneraluse. Thepublisher,theauthorsandtheeditorsaresafetoassumethattheadviceandinformationinthisbook arebelievedtobetrueandaccurateatthedateofpublication.Neitherthepublishernortheauthorsor theeditorsgiveawarranty,expressedorimplied,withrespecttothematerialcontainedhereinorforany errorsoromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregardtojurisdictional claimsinpublishedmapsandinstitutionalaffiliations. ThisSpringerimprintispublishedbytheregisteredcompanySpringerNatureSingaporePteLtd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore Preface Questions about pedagogy, education, and praxis have long been faced by indi- viduals and societies in global, national, and local contexts. This book, Pedagogy, Education, and Praxis in Critical Times, explores critical questions about educa- tionthathaveconcernedresearchersinthePedagogy,EducationandPraxis(PEP) internationalresearchnetworkforover15years.SuchquestionshaveprovidedPEP researchers with scope, and direction, to study the conditions and possibilities of andforeducation,includingthoseassociatedwithunderstandinganddevelopingthe doublepurposeofeducation—helpingpeopletolivewellinaworldworthlivingin. Takingthisupasacoreprinciple,thisbookprovidesaqualitativemeta-analysisof aninternationalbodyofworkthataimedtoadvancetheoretical,methodological,and practicalissuesandchallengesconcerningpedagogy,education,andpraxis.Chapters capitaliseonthe“practiceturn”(Schatzki2001)totheorisedifferentdimensionsof educationalresearchandpractice—researching,leading,teaching,studentlearning, and professional learning—extending its relevance across multiple fields, global interests,disciplines,andparadigmswithrenewedimportanceinthelightofcurrent globaluncertainty,disruption,andprecariousness. In the first half of 2020, when this book was in the final stages of publication, humankindwasgrapplingwithaglobalcrisis,unlikeanythingmanyofushaveever livedthough.COVID-19wassomethingweallexperiencedinuniqueways,bothas individualsandasmembersofcommunitieswhoseliveswere“dictated”,“disrupted”, or “diverted” by varied, redesigned, and contextually specific historical, cultural, economic,social,andpoliticalarrangements.Timeshavealwaysbeenuncertain,and educationalwayscritical,yetastheworldisconfrontedwithmanyuncertainties,as forexampleinfacingtheCOVID-19pandemic,hopefulinsightsandnewpractices have emerged as people have found ways to respond positively, respectfully, and ethically. Inrespondingtotherapidlychangingcircumstancesthatsuchcriticaltimesbring, researchersandeducatorsacrosstheglobearefearfulofareturntotheglobalcapi- talism that characterised the pre-COVID-19 world. But, in many respects, hope prevails.Inthelightoftheurgencythatacrisislikethispandemichasthrustupon humankind, perhaps what has emerged is a new global power to act, to build new alliances and forms of solidarity, new expressions of agency, and a stronger sense v vi Preface of social activism by which we can pull together to respond to a world impacted by political unrest, the rise of nationalism, the globalised treatment of educational data(e.g.literacyandnumeracytesting),theeco-crisisandtheclimateemergency, threatstopersonalsecurityandhealth,rampantsocialinjustice,andthedisplacement ofmanygroupsongroundsofrace,culture,gender,(dis)ability,sexualpreferences, or socio-economic status. In this light, perhaps the emergence of individual and collectiveconfidencetoactwillforgenewfrontiersineducationalresearchpaving a stronger united activist way forward to address the other great crisis that throws its shadow over our times: the climate emergency that threatens the extinction of thousandsofspeciesinthecommunityoflifeonEarth,includingourown. Educationandeducatorswerenotimmunetotheimpactsofthepandemic,and therehassubsequentlybeenmuchdiscussionaboutwhateducationisandshouldbe inthelightofwhathasbeen(andstillis)anunprecedentedglobalevent.Thepractices ofeducators,likethoseofhealthcareprofessionalsforinstance,havebeensubjected tocloser-than-regularscrutinyandexposure;COVIDrealitieshaveseeneducators grappling with decisions related to “good” practice. And as veils were removed, the practices of educators perhaps have become more appreciated as parents take on homeschooling for example, and what counts as “essential work” is rethought. Teachershavealsobeenamongtheessentialworkerswhowenttoschooltoteachthe childrenofotheressentialworkers,inthefaceofcontroversyoverthehealthrisks tothemselvesandtheirstudents,andsometimesputtingtheirownhealthatrisk.It isthereforeacriticaltimeforeducation,but,asthisbookdemonstrates,education and the practices of educators are critical regardless of specific events. It is also a timelyreminderthatwhileCOVID-19mayhavegeneratedasenseofuncertaintyfor thoseinvolvedineducation,manymembersofourcommunities—thehomelessand unemployed, many indigenous peoples, and refugees,for example—live uncertain lives every day, and they are among the groups that have been more vulnerable to thevirusthanothers.Inthiscrisis,theywillbejoinedbymorepeoplewhoselives and livelihoods have been fractured by the economic crisis as well as the health crisis; in many ways, the fabric of society, fraying from its core, weighs heavy on the minds of educators. Under such conditions, our responsibilities as educators areintensified,makingmorepressing,andmorerelevant,theexplicitfocusofthis book on praxis-oriented education. While we educators have been challenged to consider what education will look like post-pandemic, and regardless of how the worldinnovatesinitsresponse,itisbeholdenonusasprofessionalstorecognisethe broadmandatewehaveaseducators,andensurethatasprofessionalswetakealead inourcommunitiestohelppeopletolivewellinaworldworthlivingin. While Pedagogy, Education, and Praxis in Critical Times does not specifically address issues raised as a result of COVID-19, it does provide a timely oppor- tunity to cast a critical gaze on educational research in unstable times. As PEP researcherscontinuetoaddresscomplexsocietalconcerns,particularlyintheafter- math of the COVID-19 crisis, the core of their work will return to understanding the broad complex of education practices—researching, leading, teaching, student learning,andprofessionallearning—andwhatthismeansforindividualsandsoci- eties. These domains of education, as it is argued, cannot be understood without Preface vii consideringparticularmethodologicalimperativesandperplexitiesforeducational researchparticularlyintimesofuncertainty.Moreover,takingupnewmethodolog- icalandpracticalchallengesassociatedwithresearchingpedagogy,education,and praxisunderrapidlychangingglobalconditions,researchersacrosstheglobemust wrestle,withagilityandflexibility,withthecomplexethical,theoretical,andprac- ticalconcernsconfrontingindividualsandsocieties.Andtheymustdoso,inthelight ofpractisingnewpracticesthemselves.Thistackisnecessarysincetheconditionsfor educationaredynamic—newpracticesaremovingfarandfast,quicklyspringingup andfadingaway,spanninghybridonlineandofflinesites,andreachingparticipants experiencingconsiderablepracticallifedifficulties. The work presented here provides critical insights into theoretical and method- ologicalapproachesthroughwhicheducators(teachers,leaders,professionaldevel- opers,researchers)canmakesenseoftheconditionsthatshapetheirdecision-making andpractices,andtheimpactthesecanhaveonlearnersandcommunities.Critically, itraisesnewchallengesandnewquestionsforeducationandrevealspossibilitiesfor exploringnewpracticesthathaveemergedfromsuchtimesofuncertainty.Thus,the challengeofresearchingeducationalpracticeinanuncertainworldmeansaskingnew questionsandtacklingnewchallengesbyconsidering:Whatarethenewimperatives foreducation?Whatisthemandateforpedagogy,education,andpraxisinprecar- ioustimes?Howmightpractice-basedresearchbeconceivedandconstitutedasan activistproject?Howshouldethicalandpoliticalconsiderationsbeunderstoodand addressed? What methodological approaches are possible and needed, and which kinds of research collaborations are necessary and appropriate? Which enduring principles of pedagogy, education, and praxis should hold fast? In committing to interrogatingsuchquestions,weenvisagenewdirectionsandimpetusineducational research,directionsthatalertustore-examinethedoublepurposeofeducation—to helppeopletolivewellinworldsworthlivingin. WaggaWagga,Australia ChristineEdwards-Groves Hamilton,NewZealand KirstenPetrie WaggaWagga,Australia StephenKemmis Borås,Sweden KathleenMahon Tampere,Finland MerviKaukko WaggaWagga,Australia SusanneFrancisco Reference Schatzki,T.(2001).Introduction:Practicetheory.InT.Schatzki,K.KnorrCetina,&E.vonSavigny (Eds.),Thepracticeturnincontemporarytheory(pp.1–14).London:Routledge. Acknowledgements As editors, we warmly acknowledge the work and dedication of all who, partici- patinginthePedagogy,EducationandPraxis(PEP)internationalnetworkoverthe years,havecontributedtothefindingsreportedinthisbook.Youhavemademany contributions,largeandsmall,totheformationandtransformationofthetheoretical ideas, the practical work, and the strategic aims of PEP. Finally, we pay tribute to everyone, within and beyond PEP, who has honoured the ideas presented in these chaptersbyreadingandcritiquingdraftsastheywerebeingprepared. Withourthanksandappreciation Paljonkiitoksia[inFinnish] Tacksomycket[inSwedish] Tusentakk[inNorwegian] Bedanktenwaardering[inDutch] Graciasyaprecio[inSpanish] Nga¯ mihimaioha[inMa¯ori] KathleenMahon ChristineEdwards-Groves SusanneFrancisco MerviKaukko StephenKemmis KirstenPetrie ix Contents 1 EducationforaWorldWorthLivingIn .......................... 1 MerviKaukko,SusanneFrancisco,andKathleenMahon 2 WhatisEducationalPraxis? .................................... 15 KathleenMahon, HannuL.T.Heikkinen, RaunoHuttunen, TessBoyle,andElaSjølie 3 ResearchthatFacilitatesPraxisandPraxisDevelopment ........... 39 MerviKaukko,JaneWilkinson,andLillLangelotz 4 CritiquingandCultivatingtheConditionsforEducational PraxisandPraxisDevelopment .................................. 65 IanHardy,KirstenPetrie,AnitaNorlund,IngridHenningLoeb, andKipronoLangat 5 TeachingasPedagogicalPraxis .................................. 85 StephenKemmis,ChristineEdwards-Groves,RachelJakhelln, SarojniChoy,Gun-BrittWärvik,LisbethGyllanderTorkildsen, andCharlotteArkenback-Sundström 6 LeadingasSharedTransformativeEducationalPractice ........... 117 ChristineEdwards-Groves,JaneWilkinson,andKathleenMahon 7 CollaborativeProfessionalLearningforChangingEducational Practices ...................................................... 141 AnetteOlin, SusanneFrancisco, PetriSalo, MichaelaPörn, andGunillaKarlberg-Granlund 8 CriticalPraxisforCriticalTimes ................................ 163 KirstenPetrie,StephenKemmis,andChristineEdwards-Groves NameIndex ....................................................... 179 Index ............................................................. 183 xi Contributors CharlotteArkenback-Sundström University of Gothenburg, Gothenburg, Sweden TessBoyle SouthernCrossUniversity,GoldCoast,Australia SarojniChoy GriffithUniversity,GoldCoast,Australia ChristineEdwards-Groves CharlesSturtUniversity,WaggaWagga,Australia SusanneFrancisco CharlesSturtUniversity,WaggaWagga,Australia LisbethGyllanderTorkildsen MalmöUniversity,Malmö,Sweden IanHardy UniversityofQueensland,Queensland,Australia HannuL.T.Heikkinen UniversityofJyväskylä,Jyväskylä,Finland IngridHenningLoeb UniversityofGothenburg,Gothenburg,Sweden RaunoHuttunen UniversityofTurku,Turku,Finland RachelJakhelln ArcticUniversityofNorway,Tromsø,Norway GunillaKarlberg-Granlund ÅboAkademiUniversity,Vaasa,Finland MerviKaukko TampereUniversity,Tampere,Finland StephenKemmis CharlesSturtUniversity,WaggaWagga,Australia KipronoLangat CharlesSturtUniversity,WaggaWagga,Australia LillLangelotz UniversityofBorås,Borås,Sweden KathleenMahon UniversityofBorås,Borås,Sweden AnitaNorlund UniversityofBorås,Borås,Sweden AnetteOlin UniversityofGothenburg,Gothenburg,Sweden KirstenPetrie TheUniversityofWaikato,Hamilton,NewZealand MichaelaPörn ÅboAkademiUniversity,Vaasa,Finland xiii
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