PAPER PRESENTATION
Title of session
Living 'mixed race' and white in the
co-creation of postcolonial standards of judgement
Name and brief biographical sketch for each presenter
Yaqub –Hendricks- Murray is a lecturer in
organization and human resources at the Royal Agricultural College, UK because
colleagues suggest, 'if you don't like it here why don't you leave?' Following
Stacey et al's idea of 'transformative teleology' he stays put to develop his
PhD and teaching/research interests around critical management theories,
postcolonial theory, critical revolutionary pedagogy, living educational theory
and the pedagogy of red hot chili growing in his British back yard. He is distributed
across a number of international cultures and ethnicities as Indigenous Griqua
knowledge-claimer, progressive
Muslim, light skinned 'sure you aren't white?' 'Mixed Race' descendant of once
were slaves/once were masters with a fiercely passionate commitment to an
educational life as a site of resistance against Empire, corporate colonialism,
whiteness and the violence of capitalism.
Jack Whitehead is a lecturer in education at the
University of Bath, UK. His programme of educational research has focused on
the original idea that individuals can produce explanations for their
educational influences in their own learning, in the learning of others and in
the learning of social formations, as their living educational theories. Some
living theories of masters and doctoral action researchers can be accessed from
http://www.actionresearch.net .
His research programme is now focused on understanding the inclusional logics
and living standards of judgments in living educational theories and the
politics of their recognition as outstanding contributions to educational
knowledge.
Description of the session
The presentation focuses on the learning
of action researchers who seek loving, productive and pluralist postcolonial
lives. Postcolonial respect seems to be a major psychosocial challenge to
learning. Such learning includes pain, damage and distress we have inflicted on
each other. Action Researchers rarely show, with honest acknowledgement (not
denial), responses to white hot anger, outrage and pure hatefulness within
whiteness. The presentation is based on an assumption that work in the
theatre of distress is necessary before painfully damaged and distressed people
can dis-invest their psychic energies for revenge and re-invest them in
creatively contributing to their own well-being, productive lives and social
revolution. The presentation focuses on novel standards two Action Researchers
are developing from a commitment to outrage as researchers and practitioners,
while emphasizing the centrality of learning to harness life-affirming energy
flowing with anger to live loving worthwhile lives in productive relationships
of well-being in a wider social context of Empire, state violence and Western
xenophobia. In this session we make explicit our meanings of living
postcolonial standards of judgment.
The central theme of the Congress is Standards and
Ethics in participatory research. The primary focus of this presentation is on
processes of culturally mediated self reflections that reveal the meanings of
our system of professional ethics
as central components of our action research, action learning and living theory
practices. Through processes of democratic evaluation we will show how they serve
to enhance democratic participation and critical reflection for all
participants.
The content has
been created through the culturally mediated agency of our practices as
educators and educational action researchers in higher education. The content
shows a dialectical relationship between our explanations for our learning and
our professional practice as educators. The content is an account of our
learning in which we are holding ourselves accountable for living our ethics as
fully as we can.
Using Brecht's notion for dismantling the
fourth wall in theatre participants will be invited to participate in
conversational theatre to explore meanings of living postcolonial standards of
judgment. The presentation will document the process of clarifying the meanings
of the embodied values of the action researchers in the course of their
emergence in practice and their formation into living postcolonial standards of
judgment.
The multi-media presentation will be accessible from the What's New
section of http://www.actionresearch.net
two weeks before the Congress opens. These multi-media resources will include
access to the visual narratives of learning that reveal the meanings of living
postcolonial standards of judgment.
They will be offered the opportunity to learn meanings of living
postcolonial standards of judgments as standards for participatory research
processes. This will include learning to use visual narratives in communicating
the meanings of living postcolonial standards of judgments. This will include
learning how to form communicable living standards of judgment from embodied
ontological values and how to create living educational theories as
explanations of educational influence in one's own learning, in the learning of
others and in the learning of social formations.
NOTE
For paper and other presentations also
provide us with the following
C. Session Classification
Sub-theme Standards for participatory research processes
1 Hour
D. Session Requirements
Screen and LCD projector