Becera praxeology keynote 0213
Upcoming SlideShare
Loading in...5
×
 

Becera praxeology keynote 0213

on

  • 940 views

BECERA 2013 Keynite address on Praxeology by Professor Chris Pascal.

BECERA 2013 Keynite address on Praxeology by Professor Chris Pascal.

Statistics

Views

Total Views
940
Views on SlideShare
554
Embed Views
386

Actions

Likes
0
Downloads
6
Comments
0

2 Embeds 386

http://www.becera.org.uk 381
http://becera.worldsecuresystems.com 5

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • CREC….. Putti….. Case study & logo 22 years – empirical historical study of eecera- want t explore Espinas’ view of history & to make it personal and situated…. retrospective Hockney stunning exhibiting in Royal Academy this year huge building and he filled it with new work inspirational so not retrospective Topical
  • Forgive me if I saying things you know already but I want to take us back to the beginnings because articulating it helps my understand
  • Reflection whilst you’re in it = participant researcherMaureenLipman an 80’s ad, as a Jewish grandma, she praises her son The only GCSE he has is sociology ‘ you got an ology –youre a scientist
  • Aristotle intellectual virtues Richard Horton Editor Lancet
  • Jean Mc Niff and Jack Whitehead. Wenger, mutual engagement & imagination, Bakhtin ‘answerability’ to research subjects, humanising research, numbers are numbers and are useful, rationality ha sto be human
  • 11 am finish
  • The atrgetcukture

Becera praxeology keynote 0213 Becera praxeology keynote 0213 Presentation Transcript

  • Centre for Research in Early Childhood (CREC) Praxis, Ethics and Power‘Praxeology’ as a Participatory Paradigm for Early Childhood Research Tony Bertram and Chris Pascal British Early Childhood Education Research Association 3rd Annual Conference Birmingham, February 2013
  • Centre for Research in Early Childhood (CREC) Considerations• What is ‘Praxeology’ and why now?• Historical roots• Characteristics and objectives• Principles and practice• Strengths and limitations• Issues of power, status and progress Praxis, Ethics and Power: Praxeology as a Participatory Paradigm for Early Childhood Research
  • Centre for Research in Early Childhood (CREC) What is Praxeology?• ‘the theory and study of praxis’ (Freire: ‘reflectionon, and in, human action’)• ‘Situated’ real world and participatory, whereinpower, voice and ethics are realised• research and development with social and politicaltransformation Praxis, Ethics and Power: Praxeology as a Participatory Paradigm for Early Childhood Research
  • Centre for Research in Early Childhood (CREC) What is Praxeology? (cont..)• deep reflexivity and rigorous processes• understand values and power in all actions andinteractions• not fixed, singular view of ‘competency-basedbest practice’ but flexible ‘wise practice’• Aristotle, ‘phronesis’ and ‘sophia’ Praxis, Ethics and Power: Praxeology as a Participatory Paradigm for Early Childhood Research
  • Centre for Research in Early Childhood (CREC) Theoretical and Conceptual Roots• McNiff ‘action research and living theories in educationalpractice’• Bourdieu ‘theories of practical reason’• Wenger ‘communities of practice’• Flyvberg ‘phronesis balances instrumental rationalitywith value rationality’• Eikeland ‘phronetical social science’• Reason and Bradbury ‘participatory and cooperativeenquiry’• Bredillett ‘systems can’t replace human decisionmaking’ Praxis, Ethics and Power: Praxeology as a Participatory Paradigm for Early Childhood Research
  • Centre for Research in Early Childhood (CREC) Praxeological Objectives1. Knowledge Generation: • participation, voice and democracy • co-constructed, peer reviewed = trustworthy • localised but authentic, meaningful and having transferability Praxis, Ethics and Power: Praxeology as a Participatory Paradigm for Early Childhood Research
  • Centre for Research in Early Childhood (CREC) Praxeological Objectives2. Liberation and Transformation: •challenges ‘domesticity’ through a critical stance, self awareness and self critique • promotes a culture of transformation • requires leadership, risk-takers and radicals Praxis, Ethics and Power: Praxeology as a Participatory Paradigm for Early Childhood Research
  • Centre for Research in Early Childhood (CREC) Principles of Praxeological Research1: PR is ethical, moral and values driven/committed2: PR isdemocratic, participatory, inclusionary, collaborative,empowering, aiming to redistribute power moreequitably3: PR is critical, risky, courageous and political, with aconcern for social justice and equity Praxis, Ethics and Power: Praxeology as a Participatory Paradigm for Early Childhood Research
  • Centre for Research in Early Childhood (CREC) Principles of Praxeological Research4: PR is subjective with multiple perspectives5: PR is highly systematic and methodologicallyrigorous6: PR is action based, educational, useful, creativeand transformational, generating and sharinglearning in a dynamic and continuous cycle of praxis Praxis, Ethics and Power: Praxeology as a Participatory Paradigm for Early Childhood Research
  • AUTHENTIC PARTICIPATIVE RESEARCH PRACTICE: PRAXEOLOGICAL POSSIBILITIESATTACHMENT ? ETHICS? TRANSFORMATIO N? AUTHENTIC and VOICE? TRANSFORMATIVE ACTION? PARTICIPATION RIGOUR? UTILITY? POWER?WHAT DO THESE WORDS MEAN IN TERMS OF OUR RESEARCHPRACTICE?HOW DO WE LIVE THEM OUT?
  • Centre for Research in Early Childhood (CREC) Rethinking and Deepening through Praxeology: the EEL Project• What is the EEL Project?• How is it participatory?• How does it work?•What impact has it had? Praxis, Ethics and Power: Praxeology as a Participatory Paradigm for Early Childhood Research
  • Centre for Research in Early Childhood (CREC) Developing Praxeologist’s SkillsTransformative Leadership is complex and requires:•Personal skills of self awareness and self critique•Facilitative skills in interpersonal and group settings•Political and ethical skills•Intellectual skills•Knowledge transfer skills Praxis, Ethics and Power: Praxeology as a Participatory Paradigm for Early Childhood Research
  • Centre for Research in Early Childhood (CREC) Developing Praxeological Methods• Need to extend the range of voices and explore differentways of doing, reporting and discussing research.• Show courage to innovate and experiment and goes beyondtraditional and orthodox research methods• Encourage silenced people to find ways to tell and thusreclaim their own story. Praxeology as a Participatory Paradigm for Early Childhood Research
  • Centre for Research in Early Childhood (CREC) Praxeological Research Methods• orthodox, eg, interviews, case studies, lifebiographies, questionnaires, observations……•… andunorthodox, eg, storytelling, drawing, painting, song, dance, poetry, photography, film making, socio-drama, mime and plays.•Reason and Bradbury (2008) claim these alternative andexpressive forms of knowing need to be taken more seriouslyin our research designs if we are to see moreinclusive, democratic, participatory and intense forms ofinquiry in the future. Praxis, Ethics and Power: Praxeology as a Participatory Paradigm for Early Childhood Research
  • Centre for Research in Early Childhood (CREC) Strengths of Praxeological Methods• authentically participatory - those involved themselvesidentifying ways to improve their world and takingresponsibility for this action• research evidence gives a close account of what works, howand why, ensuring credibility and utility• critically for those who work with young children andfamilies, it has a transparent stance on ethical values. Praxis, Ethics and Power: Praxeology as a Participatory Paradigm for Early Childhood Research
  • Centre for Research in Early Childhood (CREC) Limitations of Praxeological Methods•it is not able, nor does it set out, to show cause and effect•its focus on specific contexts and smaller numbers meanstransferability is scoped by the research context (metaanalysis)•it takes time, deep attachment and ongoing commitment. Praxis, Ethics and Power: Developing Praxeology as a Participatory Paradigm for Early Childhood Research
  • Centre for Research in Early Childhood (CREC) Issues of Credibility, Status, Utility and Power•Historically, participatory and practice focused research hashad low status and low visibility at policy level BUT at practicelevel it has always had high involvement, high utility and highimpact.• Now higher visibility, credibility and power for practice-basedresearch at policy and practice levels - evident in its profile inrecent conferences, research projects, internationalpublications and policy debates. Praxis, Ethics and Power: Praxeology as a Participatory Paradigm for Early Childhood Research
  • Centre for Research in Early Childhood (CREC) What Forums Exist for Praxeology?Progress is evident in the development of practitioner researchcentres and communities of practice• International Research Centres e.g. Braga based Children’sAssociation, Centre for Experiential Learning in Belgium, PenGreen Research and Leadership Centre in Corby and the Centrefor Research in Early Childhood (CREC) in Birmingham UK• New Teaching Children’s Centres in England• BECERA and EECERA Praxis, Ethics and Power: Praxeology as a Participatory Paradigm for Early Childhood Research
  • Theoretical Methodological Constructions: Characteristics: e.g. PHRONESIS: the trustworthy, ethical, polit wisdom of ical, conscious of power experience relationships, authentic, PRAXIS: theories accessible, inclusive, situ of action ated, transferable, worthPRAXEOLOG while etc. Y a developing Praxeological paradigm for Research: early practitioner/part Methods: childhood -icipatory Orthodox – research whilst interview, observation, lif research consciously e histories, case addressing studies, etc. ethics, politics & Non-orthodox – social power drama, story-telling, etc
  • Centre for Research in Early Childhood (CREC) The Challenge for Praxeologists!‘We have to shift our worldview and reflect more critically onhow to more authentically realise the participatory practicewe strive for. This requires courage, risk taking, and furtherinnovation, alongside a more rigorous and criticalengagement in the redistribution of power and the living outof ethics. This shift could give us the chance to achieve moreopen, inclusive, democratic research that has the capacity toanswer the deeper questions we face in developing ECEC inthe 21st century.’ Pascal and Bertram, 2012 Praxis, Ethics and Power: Praxeology as a Participatory Paradigm for Early Childhood Research
  • Centre for Research in Early Childhood (CREC) An optimistic final note:Reason and Bradbury (2008) have identified ‘an emerging worldview, more holistic, pluralist andegalitarian that is eventually participative. This worldviewsees human beings as co-creating their reality throughparticipation, through their experience, their imaginationand intuition, their thinking and their action. Thisparticipative worldview is at the heart of inquirymethodologies that emphasise participation as a corestrategy’. Praxis, Ethics and Power: Praxeology as a Participatory Paradigm for Early Childhood Research