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

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

Abstract

1. Objectives or purposes
The purpose is to share an original contribution to educational knowledge made by a self-study practitioner-researcher who identifies himself as a global citizens and activist scholar in the generation of a living-educational-theories.

The aim of this paper is to demonstrate how to generate multidimensional and relationally dynamic forms of knowledge and communication, which contribute to the evolution and influence of a global educational knowledgebase. The weave created through educational conversations between people, using a Living Theory research approach located in different disciplines, cultures, places and times, generates and communicates educational knowledge. This knowledge contributes to a living culture of educational inquiry and to evidence-based political actions.
2. Perspective(s) or theoretical framework
The primary perspective is that a Living Theory research approach, can contribute to the generation of a publicly validated, professional knowledgebase of professional educators in their living-educational-theories, as contributions to the evolution of a global educational knowledge-base. The theoretical tools include insights from understandings of ecology of knowledges and knowledge democracy in creating alternatives to neoliberalism with co-operative economies.
3. Methods, techniques, or modes of inquiry
The methods used in this Living Theory research for enhancing the robustness of the validity and rigor of the explanations, include the use of Habermas’ (1976) four criteria of social validity and Winter’s (1989) six criteria for enhancing rigor. They include a method of analyzing visual data with visual narratives, to develop a shared understanding of relational values in valid accounts of explanations of educational influences in learning. The modes of inquiry draw insights from the methodologies of auto-ethnography, critical social constructivism, action research, narrative and self-study.
3. Data sources, evidence, objects, or materials
The data sources include over 40 Living Educational Theory doctoral theses that examine the educational influences in learning of self-study researchers who have an educational responsibility for building living theory cultures of educational inquiry in global contexts.
5. Results and/or substantiated conclusions or warrants for arguments/point of view
The results include the generation of a new epistemology for educational knowledge, fulfilling Schön’s (1995) call for a new epistemology. They include the explication of a Living Theory research approach for making public the embodied knowledge of professional practitioners and developing educational forms of evaluation and accountability in complex ecologies. This is consistent with Snow’s (2001) call to make public the practical knowledge of educators.
6.Significance

The scientific significance is in the evidence-based explanation of a contribution to a living culture of educational inquiry into the question, ‘How can we unite with practitioners, with scholars across other academic fields and disciplines, and with other citizens beyond academia to strategically address complex social and educational problems?’
The scholarly significance is in the contribution to a new epistemology of educational practice and in its contribution to the 1st International Educational Theory Research Conference with its question 'How do I, individually or in cooperation with others, enhance the difference Living Educational Theory research can make in a community (and/or an organisation) concerned with extending human flourishing?’

Author

• Jack Whitehead, University of Cumbria