For the Monday group and an invitation to colleagues.


5.00-7.00, 1WN 3.8, 11/12/06


After we have caught up with each other's news from the week do let's focus on Annie's thesis in preparation for her viva a week today. The criteria used by examiners include originality of mind and critical judgment, the extent and merit of the work and matter worthy of publication. Here is Annie's Abstract:


Interpreting Folkways of Teaching: A Life-history Narrative Inquiry into Characteristics of Chinese Secondary EFL Teachers' Knowledge




The aim of this PhD study is to investigate and understand teachers' knowledge of teaching for the purpose of comprehending their pedagogy. From this can be deduced the general principles that teachers may utilize for their learning and practice in their own situations, to educate the coming generation that will make our future world what it will be for us all. 17 EFL (English as a Foreign Language) teachers from secondary schools in Yichang, Hubei Province in China participated in Biographic-Narrative Interview (BNI), supported by fieldwork observation, which has captured a range of aspects of their practice and experience in classrooms and beyond. The narrative data is organized, analysed and presented along both diachronic and synchronic dimensions which are complemented with observation notes. Diachronic analysis examined the data over time, looking at the development of the teachers' knowledge of teaching over time with the individual teacher, and more generally within the sample cohort. Synchronic analysis examined the data at the same time, identifying issues and themes that emerged across all the cases. Collective techniques of narrative and thematic analysis are used to construct life stories that lead to becoming a teacher, identifying and interpreting critical incidents and metaphors that are anchored in their life-history accounts to display their knowledge and experience of teaching and being a teacher. Educational experience and understanding are unique to, and vary between, individuals, and are less likely to be interchangeable. They are ever-enriching with contexts and circumstances. Most importantly, their subjects are still learning and experiencing the world. Individual cases are presented and opened for understanding and alternative interpretations. Some salient themes and issues, such as why they became a teacher; first years' challenges; early mastery of pedagogy and middle career dilemmas, are synthesized and discussed. As a result, their pedagogy interwoven from caring and grammarian teaching is characterized as the most significant. A model as a base for teacher and teaching knowledge is tentatively conceptualised.



Margarida is presenting a keynote at a conference in Brazil in December and when she returns we could continue our conversations on living, learning and communicating values see:


A keynote by Margarida on Living Learning and Communicating Values,+Learning,+&+Communicating+values


Dolan, M (2002) "Values in Education: Living, Learning and Communicating Values" , International Conference on Early Childhood Education, Barquisimeto, Venezuela (I've asked Margarida for the powerpoint presentation to put on the web)


Jean returned on Sunday from her visit to South Africa and from presenting the keynote at the first joint conference with the Educational Association of South Africa (EASA) and Kenton in Wilderness. Jean should have the keynote on the web in a few weeks and will let us have the url as soon as it is available. Lots of possibilities for developing links with the South African Council for Educators (SACE).


Moira's account of her five years on VSO in China  is at:  Moira is likely to be returning to Ningxia Teachers University, from Beijing, in February/March 2007, where she is accredited as a life-long Professor, to help with the development of masters and doctoral programmes. Li Peidong from Ningxia Teachers University and a colleague will be visiting John Bentley School on a British Council exchange in June 2007 and I am hoping that they will share ideas from their action research in a Monday evening conversation.


Eden is sending through the first complete draft of his thesis at the weekend and invites responses at our last session of 2006, on the 18 December. Je Kan is also getting close to showing his complete draft thesis. Keith and Yaakub have been showing the quality of their educational responses in their contributions to the e-seminar. Simon is fixing the date of his transfer (Simon do let me know if it is OK to share your transfer paper). Alon is now editing his writings to produce his thesis. Jane is also close to a complete draft. Marie is beginning to draft out her transfer paper.


I'm buzzing with the possibilities offered by the free video streaming facility You Tube for generating visual narratives with the living logics and living standards of judgment of inclusionality.  Alan has been contributing to the BERA Practitioner-Researcher e-seminar and through sharing Alan's expression of inclusionality I think we are in a position to show the meanings of evidence-based, world leading standards of judgment for practitioner research. 


I felt my awareness of relationally dynamic standards of judgment being transformed as I could see new implications for the creation of visual narratives through the use of streamed video. Do have a look at some of the brief clips at:


and the brief video narrative at


I'll be interested to hear your responses, especially in connection with the flow of life-affirming energy evoked for me through re-seeing the video-clips of Pete at the celebration of Jackie's graduation, Moira's non-verbal communications of recognition and value at the end of a class in Guyuan, Alan doing his paper dance on inclusionality, space and boundaries, Alan and Eden communicating with inclusionality and ubuntu, me at the Living The Standards Institute at the Ontario College of Teachers and me talking about Ubuntu at the University of the Free State.  All of these brief clips can be streamed from You Tube at:


These are helping me to respond to Pete's question from yesterday in the BERA 2006-7 Practitioner-Researcher e-seminar (join this from in a way that might help to establish world leading standards of judgment for educational practitioner-research:


5/12/6 Jack -


You wrote: "Drawing on Mohsen's poetic expression I'm hoping that we can

linger longer 'on the  portico of explicitness' . . . if we are to bring

the embodied knowledges of educational practitioner-researchers into the

Academy as  valid and legitimated knowledge, won't we have to provide

evidence of our educational influences in learning and express with some

clarity and evidence the living standards of judgment we use to evaluate

the validity of our contributions to educational  knowledge?"


I cannot claim to have read every word of every posting thus far, but it

seems to me you have frequently made the above observation/challenge: and

yet the point remains largely unanswered; so, I shall ask you - in your

review of the November archive of this e-seminar, can you identify any

contributions that "provide evidence . . . and express with some

clarity . . .  the living standards of judgment we use . . ."?


- Pete


Looking forward to seeing you on Monday. Any more news that can keep us up to date on what you are doing, please e-mail it in.


Love Jack.