Here is an advanced draft of the paper I was to have been giving today (9 December 2014) at Oxford Brookes University School of Education.
As well as providing locations of learning and teaching, higher education is an important focus of much political debate. This paper sets out through an open epistemological narrative inquiry to problematise an underpinning framework for good educational development practice and offers places where evidence might challenge these underpinnings. I suggest it may be a human universal that we come with ‘frameworks’ (Popper 1996): call them contexts or identities and communities as you will; we come with a need to be useful, even if only to ourselves. To be useful requires having some power as a builder: physical, virtual or social. We co-construct our frameworks, our contexts, our “learning environments” in both physical and abstract spaces with other people. These constructions are acts of enclosure. And all acts of enclosure require force, power or violence. The conclusions I reach are that means and ends cannot be uncoupled; that the coupling of means and ends must be in part through narratives that reveal the question of purpose; and that purpose is value laden. Therefore the values argument must remain in the light and proxy arguments, illuminated. Narrative epistemology is an epistemology of openness, and is an epistemology of self-respect.