Realigning Continuous Improvement: An Epistemological Autobiography of Emergent Change

• In Event: Roundtable Session 31
  In Roundtable Session: Emergence, Change, and Improvement

Abstract

This paper uses data from the initial stages of autoethnographic study exploring my lived experience serving as a NCATE Coordinator and faculty member in the throes of emergent change--adapting existing structures and negotiating new systems of teacher preparation as part of the NCATE accreditation process. Drawing from autoethnographic data along with theoretical contributions from complexity theory as an “economy of concepts” propelled by metaphors of holistic emergent order, this paper explores the discursive practices and lived epistemology associated with notions of emergent change in relation to the discursive practices associated with models of continuous improvement (Thrift, 1999, p. 34).

Author

• Laura M. Jewett, The University of Texas - Brownsville