Accepting Educational Responsibility: Building Living Theory Cultures of Educational Inquiry in a U.S./Global Context

• In Event: Accepting Educational Responsibility: Building Living Theory Cultures of Educational Inquiry in Global Contexts

Abstract

1. Objectives or purposes

The objectives include the uncovering and validation of my core values of connection and care with peers and students through the lens of living-educational-theory. They include the generation of my living-educational-theory as I embrace my identity as an activist scholar and global citizen within my educational practices and scholarship within USA Higher Education.
2. Perspective(s) or theoretical framework
The main perspective is that whilst cultures of inquiry can be understood on both on the micro and macro level, dialogical relationships are a necessary component of such cultures (Authors, 2019). The perspective includes a focus on a mentoring relationship in which both members of the mentoring relationship are valued and ‘seen’ for their equal contribution to the relationship, in which both members contributes to each others’ educational development.
3. Methods, techniques, or modes of inquiry
A method of empathetic resonance is used with digital visual data to clarify and communicate the meanings of nonverbal communication and exchanges of life-affirming energy as explanatory principles in explanations of educational influence. This method is used to clarify and communicate meanings of vulnerability, care and connection as core values of facilitating cultures of inquiry within my global and USA context in Higher Education. Digital visual data is also used to identify living contradictions in practice within cultures of inquiry as I seek to live values of human flourishing as fully as possible.
4. Data sources, evidence, objects, or materials
The data sources include the narratives of the developmental experiences of scholars and others who have accepted their educational responsibility for building living cultures of educational inquiry in global contexts.
Evidence is provided from a longitudinal analysis of student evaluation comments and critical conversations with students and mentors, to clarify and validate core values of connection, vulnerability and caring as well as discovering living contradictions (Author, 2019). Materials from action research cycles are provided to create safe places where others can embark on this journey and experience the sense of wholeness and peace that comes with aligning practice to values in a living-educational theory.
5. Results and/or substantiated conclusions or warrants for arguments/point of view

Evidence for a substantiated conclusion is offered to demonstrate that it is only through understanding yourself, your own values, and your own practice that you can begin to see how you can challenge the systems and structures currently in place that are serving to deny the values of human flourishing. Living theory identifies the ways in which you are a living contradiction and provides the clarity to align yourself to use your values in ways that will help you flourish.
6. Significance

The scientific significance is in demonstrating the educational influences of dialogical relationship in the generation of a living culture of inquiry within which living-educational-theories are explaining educational influences in learning with values of human flourishing.

Author

• Michelle Vaughan, Florida Atlantic University