For the Monday group and an invitation to colleagues:


5.00-7.00 1 WN 3.17 Monday 23 April 2007


When we have caught up with each others' news (do e-mail in any news you'd like to share if you can't be here) let's continue with a focus on the issues raised in last Monday evening's conversation on a new epistemology for educational knowledge. I'm thinking of the implications for this epistemology of the paper Alan (Rayner) has prepared for the May conference on addiction, on:


From Oppressive Freedom to Freedom from Oppression: The Natural Re-Inclusion of The Dislocated Self


You can access this at:


Last week, Jean, Jackie, Maggie, Joan and I presented the following papers at the Invisible College, the American Educational Research Association and the International Conference of Teacher Research, in Chicago. On Monday evening I'll contribute a review of the implications of the presentations for a new epistemology for educational knowledge. The review will focus on a relationship between the ideas in the papers, ideas from Alan's paper and ideas from Marian's thesis on the emergence of a living theory of inclusional and responsive practice.


With the help of Joy Mounter's educational enquiry into understanding learners and learning on Can children carry out action research about learning, creating their own learning theory?

at: ,


I'll explore some multi-media expressions of meanings of relationally dynamic and responsive educational standards of judgment in the creation of a new epistemology for educational knowledge.


Here are the details of last week's presentations:


1) Sunday 8th April - Invisible College for Research on Teaching 2007.

Chicago's Hyatt Regency in Grand Ballroom 3.

A New Epistemology For Educational Knowledge. Margaret Farren, Dublin City University; Yvonne Crotty, Dublin City University; Jean McNiff, St Mary's University College; Jack Whitehead, University of Bath

This session focuses on the new epistemology for educational knowledge in the published research of the discussion leaders.   This includes McNiff's 'My Story is my Living Educational Theory, Whitehead's account at and Farren 's and Crotty's work from


2) Tuesday 10th April – AERA.

Can Practitioner-Research Deliver Educational Quality? Opportunities And Dilemmas In Teacher Education From Across the Pond. Joan Whitehead. Retrieved 20 March 2007 from


3) Tuesday 10th April – AERA

Realising the potentials of educational action research for renewable cultural transformation. Jean McNiff. Retrieved 30 March 2007 from


4) Friday 13th April – AERA

 Researching Contributions to the Creation of a World of Educational Quality

Jack Whitehead and Joan Whitehead, Retrieved 20 March 2007 from


5) Friday 13th April – AERA

Creating a World of Educational Quality through Living Educational Theories.

Jack Whitehead. Retrieved 20 March 2007 from


6) Friday 13th April – AERA

'Action Research: Participating, Transforming, and Creating'. Jean McNiff, Retrieved 30 March 2007 from


7) Friday 13 April – International Conference of Teacher Research (ICTR), National-Louis University, Chicago.


A living theory approach to educational policy formation, implementation and evaluation:  forming and sustaining a culture of inquiry for teacher and pupil researchers as leaders of learning in a School Board. Jacqueline Delong and Jack Whitehead. Available on 3 April 2007 from


8) Saturday 14 April. ICTR - Whole conference presentation.


Setting new standards: explaining how we exercise our educational leadership for sustainable social transformation. Jean McNiff, Jacqueline Delong, Margaret Farren and Jack Whitehead. The successful proposal for this session can be viewed at (with Jacqueline replacing Yvonne)


Looking forward to continuing our educational conversations.


Love Jack.