draft
11/07/2012
place, space and social justice in education
enclaves, systems and voice
Bill Law
The Career-learning CAFÉ
www.hihohiho.com
place and space as enclave
social circle
may be local or cosmopolitan - people comfortably and informally
approach each other - feeling that they belong - making valued
contacts - keeping each other in view
association
usually a religious or other cultural membership - favouring a
distinctive activity - offering advantages not available to others - with
procedures and requirements for joining, leaving and exclusion
on-line location
formed by following and seeking followers - by sharing preferences
and aspirations - visitors appear because they identify with the
inhabitants - or are spying - or preparing to exploit
neighbourhood
people nurture, oversee and protect their space - or, where it is
damaged or disowned, they may neglect or defile it - inhabitants
approach and avoid each other on the basis of congeniality
community
people are there because it is what they can afford - it may be
economically-similar but can be culturally-diverse - there is an
awareness of the way in which post-code affords opportunity
territory
people feel a need to defend the space - which involves making
alliances and demanding allegiance - there may be no-go areas pushing out those seen as invaders - occupying as if besieged
systematic programme development
input…
what goes in?
process…
what goes on?
outcome…
what comes out?
home and travel experience
social circle
range of friends
experience of work
imagining their own
exclusion
mapping exploration of
other possibilities
wider horizons
excitement
possible change-of-mind
sense of new beginning
memorable learning
transferability
knowledge of students
openness
sensitivity
winning interest
questioning assumptions
building trust
increased credibility
expanded expertise
personal biographies
knowledge of employees and meeting new people
service personnel
connecting with the
willingness to meet students
un-connected
ability to deal with
questioning
wider awareness
greater inclusivity
interest in other children
issues for r&d in education
... on beliefs
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>
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ambition is shaped by the locally favoured - in sequestered suburb, run-down
neighbourhood and remote village
we cannot know in advance how local people will respond to our programme
ready-made measures of effectiveness are less useful than observations of how
local people use learning
... on research
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>
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ready-made criteria for effectiveness are originated by dominant interests
they are centrally-portrayed as a kind of patriotism
parading research findings are secondary to understanding the local experience
they must serve
... on planning
>
>
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a programme which serves the interests of some can damage the interests of
others
progress depends less on what ‘leaders’ claim - more on who believes them
heeding local voices means excluding ready-made thinking
voice as narrative
speaking of where you come from, and where you could be headed
of what you’ll hold onto and what you’ll let go
with nothing fixed, unless you let it be fixed
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not trying to please everybody
and knowing that some will not agree with you
but better, now, to figure out who
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saying something special
for people who will want you
because they’ve taken the trouble to know you
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speaking for yourself, and people who care about you
and whom you care about, and will ever care about
and who will, one day, depend on how you now figure things out
information
blog: ‘managing careers, convenient myths and local voices’
http://cloudworks.ac.uk/cloud/view/6374
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monograph: ‘place, space and social justice in education - enclaves, systems and voice’
http://www.hihohiho.com/newthinking/cafspaceandplace.pdf
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this presentation:
http://www.hihohiho.com/newthinking/cafspaceandplace.pptx
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contact:
bill@hihohiho.com