The task, for me, the lots to-do is to transform theory to practice. That is, education development aims not just to bring about correct understanding but to create social and political conditions (that is, community) more conducive to human flourishing than the present ones.
I became a Football Coach last winter and now help run a childrens’ football club (Donnington FC). My head coach has a to do list to keep Alexander the Great busy. I feel kind of the same at work. So many good ideas! Not all mine, I hasten to add!
Big on the to-do list is bringing a number of blogs back to life, not least my own! In teaching you do have to walk the chalk not just talk the talk. It can get dressed up as authenticity and typologised away into abstraction but that only lasts so long: froth. I was going to say like froth on a cappuccino but the cappuccinos from the machines today seem to have industrial strength froth that way outlasts the coffee. You get my point?
I say “social media” but I am far from the biggest of the big-time edtech bloggers. Not even close! Am I having my “those who can’t…” moment? I say “social” media but I do not do social media? So many film references, so little time: “here’s Jack,” “he’s back,””unforgiven.”
Look at my own typology. Experience? Well ok, or at least a few years under the belt. Dialogue? I have become better over the years at giving voice to others. Reflection? Yes but in my world, too private. This goes to a correction needed. Participation? There is a gap for me, which I will get to. Community? don’t get me started. It is all what matters and strikes me is incompatible with most hierarchies – but significantly: not all hierarchies. Outcomes? They matter. Whether or not specified or unintended what happens as a result of setting yourself up to do something is consequential. And, finally Activity. You actually have to do stuff. Like write. In blogs. And make pictures about it, which could mean lines in the sand, or yellow dandelions on green grass setting up positions for a transition moment: a change of possession. And in that moment, team, there is lot’s to do.
The participation gap? I said I’d come back to that. There is a gap, I suggest, for everyone in education. There is something called the “real world”. Where “real people” feed children, or not. Where absolutely all some people have is the child in their arms and a half a bottle of water.
Like I said, the task, for me, the lots to-do is to transform theory to practice. Education development aims not just to bring about correct understanding but to create social and political conditions (that is, community) more conducive to human flourishing than the present ones.