Healing Power and Resonances of an Invisible College: Antidote to Destabilizing and Disconnected Educational Environments

• In Event: Invisible Colleges: Small Group Spaces for Growth, Inquiry, Healing, and Repair

Abstract

Background: Since 1998, the Portfolio Group has been a knowledge community of cross-disciplinary/cross-institutional teachers/teacher educators whose initial focus was developing school portfolios as alternative evidence of school reform (Author 11 et al., 2020). Realizing our original research agenda would not sustain us, we branched into multiple intertwining directions—reflective practice, critical friendship, narrative inquiry, self-study (Author9 et al., 2013, 2016, 2018; Author11 & Author9, 2023)—thus transitioning into an invisible college with no direct institutional ties while remaining a knowledge community.
Purpose: This self-study examines the multiple narrative threads and resonances connecting group members that has promoted professional growth, shaped educator identities, facilitated healing amid destabilizing situations, and supported persistence, beyond what Van Rossum (1973) calls “innovation cliques.”
Perspective: Throughout our history, we have aimed to grow professionally, do good work, and help other members be their ‘best loved selves’ (Schwab, 1954/1978; Author11, 2017). Sharing stories is central to understanding others’ experiences and learning from them (Connelly & Clandinin, 2006). Our vibrant interchange of professional learning highlights relationship, individuals’ content strengths, and how their expertise informs and promotes growth in other group members, “[reinforcing] the group’s sense of identity and purpose” (Crone, 1982, p. 215).


Methods: This self-study employs narrative methods to examine group experience and “one’s self, one’s actions, one’s ideas, as well as the ‘not self’” (Hamilton & Pinnegar, 1998, p. 236). Data included archival records, collaborative work, researcher reflective writings and recorded group discourse which was collaboratively analyzed for emergent themes. Central to this study are context, process, and relationships (Bullough & Pinnegar, 2001) as we probe the intentionality, embedded values, and interactions of our group in context (Lyons & LaBoskey, 2002).
Findings: Members each bring their own expertise and narrative authority (Olson, 1995; Olson & Author11, 2001) to the table. Multiple resonances (Conle, 1999) exist among members’ experiences and interactions, promoting idea and knowledge exchanges, impacting individual practice, and building group identity (Author11 et al., 2020, 2023a, 2023b). Our collaborative cross-disciplinary discourse and inquiry is highly beneficial when immersed in important, meaningful dilemmas of the “swampy lowlands” (Schön, 1995, p. 28) that are often “messy and confusing and incapable of technical solution,” and when toxic situations call for healing and repair. This study shows how cross-disciplinary work keeps education as a whole rather than parts of a whole. This collaboration and networking characterizes the Portfolio Group as a knowledge community (Author11, 2007) and invisible college.
Significance: The significance of the Portfolio Group is its longevity as what is likely the longest sustained teacher collaborative group in education. In this outlook our Invisible College, has “become more ‘visible’ when scientists [and educators] are grouped together within a defined boundary, regularly procure financial support, engage in a formal selection process and shared research vision, and participate in mandatory group meetings” (e.g., White et al., 2004, p. 112). Although the Portfolio Group has since dropped many constraints mentioned by White et al. (2004) these criteria are very much a part of the group sustaining as an invisible college.

Authors

• Michaelann Kelley, Mount St. Joseph University

• Gayle A. Curtis, Texas A&M University

• Cheryl J. Craig, Texas A&M University

• Annette Easley, Aldine Independent School District