Transformative Education: A Showcase of Sustainable and Integrative Active Learning PDF
Preview Transformative Education: A Showcase of Sustainable and Integrative Active Learning
Transformative Education Transformative Education aims decisively to transform the world of education and to nurture the next generation to become problem-solvers and creative thin- kers, empowered with the necessary skills to make this world a better place. It provides practical methods for sustainable, integrative, and active learning and investigates ‘the why’ behind these proven and effective methods. Discussing the different levels of subject integration in school, from intradisci- plinary to transdisciplinary teaching, the authors analyse their potential holistic impact and knowledge retention effectiveness. With a substantial section on the efficacious teaching of the increasingly indispensable field of critical thinking, this bookisbuiltupfirstaroundadiscourseoftheintendedmethodology,secondly,it also includes a very practical mid-section with direct and meticulously described projectideasforteacherstotryout,andfinallyadiscussionandananalysisonwhat effectstheproposedtechniquesmighthaveandhowteachersandstudentscouldbe facilitatedintheirlearningprocessesbyschoolleadersandadministrators. This pioneering endeavour is an important text for education professionals globally, as well as for the policy makers that regulate their work. It may also be of interest to parents and to a wider society. Charlotte Graham is a Headmaster and formerly a well-established Teacher of Music. Philippe Longchamps is the recipient of the award “Best Teacher in Sweden 2020” and finalist for the “Global Teacher Prize 2021”. Additional content can be found online. Simply scan the QR codes that appear throughout the book using the camera on your mobile device. Theadditionalcontentprovidesfurther practicalexamples, explanations andvideotosupportsustainable,integrativeandactivelearning. Alternatively, you can type in the accompanying website address to your internet browser. Transformative Education A Showcase of Sustainable and Integrative Active Learning Charlotte Graham and Philippe Longchamps Firstpublished2022 byRoutledge 4ParkSquare,MiltonPark,Abingdon,OxonOX144RN andbyRoutledge 605ThirdAvenue,NewYork,NY10158 RoutledgeisanimprintoftheTaylor&FrancisGroup,aninformabusiness ©2022CharlotteGrahamandPhilippeLongchamps TherightofCharlotteGrahamandPhilippeLongchampstobeidentifiedas authorsofthisworkhasbeenassertedinaccordancewithsections77and78 oftheCopyright,DesignsandPatentsAct1988. Allrightsreserved.Nopartofthisbookmaybereprintedorreproducedor utilisedinanyformorbyanyelectronic,mechanical,orothermeans,now knownorhereafterinvented,includingphotocopyingandrecording,orin anyinformationstorageorretrievalsystem,withoutpermissioninwriting fromthepublishers. Trademarknotice:Productorcorporatenamesmaybetrademarksorregistered trademarks,andareusedonlyforidentificationandexplanationwithout intenttoinfringe. BritishLibraryCataloguing-in-PublicationData AcataloguerecordforthisbookisavailablefromtheBritishLibrary LibraryofCongressCataloging-in-PublicationData Acatalogrecordhasbeenrequestedforthisbook ISBN:978-1-032-23194-5(hbk) ISBN:978-1-032-23195-2(pbk) ISBN:978-1-003-27620-3(ebk) DOI:10.4324/9781003276203 TypesetinBembo byTaylor&FrancisBooks Contents List of figures vi Forewords vii 1 Introduction 1 2 Definition and Scope 6 3 Methodology 55 4 Examples and Inspiration 146 5 Discussion and Analysis 169 6 Conclusion 214 References 221 Index 229 Figures 2.1 Levels of Integration 23 2.2 Intradisciplinary 24 2.3 Multidisciplinary 26 2.4 Interdisciplinary 27 2.5 Crossdisciplinary 28 2.6 Transdisciplinary 29 2.7 Holistic Integration 31 2.8 Cleopatra (Cleopatra VII Philopator) lived 69 BC – 30 BC 39 3.1 The Dunning-Kruger Effect 85 Forewords A note by Pamela Burnard, Professor of Arts, Creativities and Educations, University of Cambridge, UK The writing of this wonderful book is set against a background of tremendous environmental, educational, and political turmoil. Daily reports of the impacts of climate change: on soils; on biodiversity; on water sea levels are challenging the prospects for a prosperous future for all humanity on the Earth. Increasingly we haveseenlargegroupsofyoungpeople‘takingtothestreets’apparentlyto‘strike’ against political (and educational) choices which appear to undermine their pro- spects and rights to a healthy environment but also the right to democratic parti- cipation. More powerfully than simply ‘to dissent’, street mass movements point unequivocally to an act of rejection of common assumptions and beliefs about what is known and assumed to be good and true for all people. As with teachers andlearners,intheproductionandpoliticsofsociallyjustandemancipatoryedu- cational practices, this timely and insightful book uses specific sites of transforma- tion which uniquely demonstrate the development of an innovative, integrative, andholisticapproachtoactiveandsustainablelearning. At the centre of this inspiring book are clear and concise arguments which put clear definitions and change agendas to work about learning environments that can and do inspire the production and negotiation of change; about ways to educate sustainably, about learner-centredness, active learning, embodied cognition, and the opportunities offered by reconfigurings of STEAM educa- tion. The centrality of change is seen as critical since the pace and development of the changing world in which we live necessitates doing things differently, using diverse creativities to author change and achieve ‘new normals’. Being a teacher in the 21st century is an inspiring journey, but one which has become increasingly complex. Educating children and young people to be positive, healthy, engaged, active global citizens who are prepared for uncer- tainty has become even more relevant because of the complex societal chal- lenges of global health crises, climate change, disruptive geopolitical matters, and increasing inequalities. Meeting the challenge of educating children and young people necessitates new practices, new spaces, and new forms of lea- dership. Teachers need to be celebrated. Teachers can help to create new viii Forewords societies where educational encounters are sculpted by new creativities to inspire change. But how? In this book, teachers are being called to make greater use of research to inspire change and to co-create ways to unlock research together to co-author change. These iterative unfoldings and seeded meshings of innovative research- informed change-making transdisciplinary practices demand at least a radical break–andatbestanacceleratedchange–inwaysofthinking,doing,andbeing teachers. This requires more than ‘tinkering’ with our professional practices but rather raising the ethical and political stakes – by re-working, repositioning and propelling teachers – as both materially embodied and embedded – to enact change. This is what lies at the centre of this sharply focused, yet multi-layered, and multi-directional book. We have long awaited this sharper focus on the complexities with multiple assemblages of integrative sustainable active learning projectideasforteachers. How can we begin to unleash differently designed curricula, different methods of teaching, different ways of learning which invite learners into relational encounters and knowledge production, grounded on an inter-con- nected breeding ground for possible futures? In this inspiring book we learn what teachers can achieve, to enact a vision of a bolder future; to begin to shift the culture of what it means to be a teacher; and to enable the profession to develop into a much more confident, informed version of itself, thereby enabling teachers to be recognised for their capacity to think, to respond, to truly put learning first – and to be creative and imaginative in doing so. This book offers a compelling vision for the future of the teaching profes- sion. It is what we should collectively own in terms of the concept of career- long professional learning. The co-authors, Charlotte Graham and Philippe Longchamps, invite us to rethink the role of a teacher as complex and chal- lenging, which cannot possibly be mastered within early-career education and experience.Werepeatedlyhearacallforintegrative,open-ended,inter-relational, collaborative, educational spheres on the future of education. We are introduced to the rapid development of artificial intelligence, virtual reality, augmented rea- lity,andmixedreality,intransdisciplinary,interdisciplinary,multidisciplinary,and crossdisciplinary 4DFramed learning. Teachers are invited to build on their prac- tical wisdom bymoving beyondintuition through learning from others,through collaboration, discussion, and study. In order to liberate education and enable multiple anddiversecreativities, teachersneed tobe intrinsicallymotivatedrather thanwaitingforexternalapprovalandjudgement.Thisintrinsicmotivation,they say, will build, once we are able to provide opportunities for career-long deep learningandreflection.Thisrequireshope,imagination,andboundlesspossibility thinking. Building individual teacher expertise that benefits the learning of others whilst also building the confidence that comes from knowing not just what is being taught but crucially why and how is a tough business. This is about engaging everyone in our profession to think, be, and act in ways that chal- lenge the status quo and through which we take the responsibility of our Forewords ix profession for ourselves. Here, the co-authors unveil and define characteristics of creative ethical leadership with the offer of dispositions as an insight into the invitational approach needed to build across the profession; borne out of true connection with every child through the core ambition of building deep, integrative learning through trust, co-agency, inclusion, and connection-making betweensubjectdisciplines. Graham and Longchamps show their openness to ideas, to possibilities, to sur- prise.Thisisincontrasttothesaferpedagogiesbasedonthebeliefthatthereisone right way and that outcomes should be knowable and predictable. They build a vision of power as multi-layered questioning as a disposition that understands the restlessness that comes from constantly seeking to improve, with the humility to understandthatthisischallengingandmeanstakingotherswithyouonthejour- ney. To question is to eschew reliance on others’ certainties and ready-made solutions.Howelsearewetofindcreativewaysforward?Toteachandtoleadin this manner requires the disposition of persistence. It requires pursuing what feels rightwiththeprofessionalcouragetomakechangesthatrejectsimplesolutionsin favourofethical,values-ledaction. As our schools begin the journey of recovery caused by the impact of con- temporary world crises, we need to ensure that we advocate using a transdisci- plinaryandholisticapproachtoteachingandlearninginourschoolcommunities; wheretotakerisks,totrynewideas,toexplore,toplay,andsometimestofail,is encouraged. The opposite of this, of course, is for school to be somewhere that makesyoufeellabelled,guilty,inneedofremediation.GrahamandLongchamps invite us to rethink how teachers can become the holders of that safe space that school represents for many children, our colleagues, our parents and carers as we rebuild our lives for the future. We need a much stronger focus on reducing inequity as opposed to ‘catching up’. Our schools should be at the centre of rediscovering joyfulcommunitythroughsport,thearts,dance,drama,anorches- tralenactmentofallthatbindsus. Creativities come in many forms, types, categories, and contexts. This book celebrates diverse, ambitious thinking about the role of education, our teachers, and schools in the future. The authors offer up an invitation for us to work togetherasaprofessionandtosupporteachotherasteachersonthisjourney,as we move beyond simply doing what we are told to do, towards doing the things that make our hearts sing. And together teachers and students can be facilitated in this process by school leaders and administrators in the develop- ment of integrative, sustainable, active learning and become better prepared for the new challenges of tomorrow.
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