Praxeology keynote BECERA 2012
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Praxeology keynote BECERA 2012

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Keynote presentation by Professors Chris Pascal and Tony Bertram at the 2nd BECERA Conference (February 2012). To visit the BECERA website go to www.becera.org.uk

Keynote presentation by Professors Chris Pascal and Tony Bertram at the 2nd BECERA Conference (February 2012). To visit the BECERA website go to www.becera.org.uk

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  • I recommend these articles on praxeology in this journal:

    Volume 20, Issue 4, 2012
    European Early Childhood Education Research Journal

    Published by:
    Routledge
    European Early Childhood Education Research Journal

    The Journal of the European Early Childhood Education Research Association

    Special Issue: Praxeological Research in Early Childhood: a Contribution to a Social Science of the Social
    Editorial
    Praxeological research in early childhood: a contribution to a social science of the social
    Júlia Oliveira Formosinho & João Formosinho
    pages 471-476
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Praxeology keynote BECERA 2012 Praxeology keynote BECERA 2012 Presentation Transcript

  • Praxeological Research Within aLearning Community: Developing Evidence Based PracticeChris Pascal, Tony Bertram and colleagues from the CREC Learning Circle Centre for Research in Early Childhood Birmingham, UK www.crec.co.uk
  • Presentation aims to: Offer a challenge to traditional keynote formats offering exemplification of a community of practice in action Trace the paradigm debate in early years research Challenge notions of ‘evidence based’ programmes and practice Clarify what we mean by praxeological research and the set of principles which give it its distinctness Foreground the strengths and limitations of this paradigm and its particular contribution Explore issues of status, credibility, utility and power across paradigms and methodologies Explore the growing profile, status and utility of praxeological research in the UK
  • Tracing the evolving paradigmdebate Empirical research Interpretive research Critical research Reflective practice Theories of action: action research Practitioner or practice based research Phronesis and episteme: Praxeological inquiryNb: WE MUST CHALLENGE CRITERIA FOR DEFINING ‘EVIDENCE BASED’ PROGRAMMES
  • Pioneering ideas for PR Aristotle (384 BC) Phronesis and Episteme von Mises (1949,1996) Praxeology Freire (1972) Participatory practice for change and liberation Stenhouse (1975) Teacher researchers McIntyre (1981, 2007) Virtue ethics Schon (1983) Reflective practitioners Whitehead (1989) and McNiff (2006) Action research and living theories Bourdieu et al (1992) Theory of practical reason Wenger (1998) Communities of practice Flyvbjerg (2001) Phronetical social science Reason et al (2008) Participatory and cooperative inquiry
  • What is praxeological research?Praxeological research OR practice based research OR action research : is grounded in real world situations and acknowledges unpredictability of human beings and their interactions is carried out by practitioners (anyone involved in practice) in the situation who know the context well and have an immediate use for the results of their work is research done with people NOT to people and always done in the company of others uses and generates theories of action to reveal the underlying assumptions we have about our work – to discover why we do what we do
  • What is praxeological research?Contd. is based on a strong ethical code of action aims to advance practice and support practitioners to develop a more profound understanding of their work involves critical self evaluation, reflection and action (praxis) is more than trying out new ideas but exploring why or how something works through systematic evidence gathering where the action happens Is action based and transformational
  • Underpinning principles of PRPraxeological research is:1. subjective and acknowledges multiple perspectives2. systematic and methodologically rigorous3. action based, useful, creative and transformational4. educational, generating and sharing learning5. democratic, inclusionary, participatory and collaborative6. ethical, moral and values driven/committed7. empowering and redistributes power8. dynamic and continuous with no end point9. critical, risky and courageous10. political, concerned with social justice and equity
  • SUBJECTIVE
  • SUBJECTIVESYSTEMATIC
  • SUBJECTIVESYSTEMATIC ACTION
  • SUBJECTIVE SYSTEMATIC ACTIONEDUCATIONAL
  • SUBJECTIVE SYSTEMATIC ACTIONEDUCATIONALDEMOCRATIC
  • SUBJECTIVE ETHICAL SYSTEMATIC ACTIONEDUCATIONALDEMOCRATIC
  • SUBJECTIVE ETHICAL SYSTEMATIC EMPOWERING ACTIONEDUCATIONALDEMOCRATIC
  • SUBJECTIVE ETHICAL SYSTEMATIC EMPOWERING ACTION DYNAMICEDUCATIONALDEMOCRATIC
  • SUBJECTIVE ETHICAL SYSTEMATIC EMPOWERING ACTION DYNAMICEDUCATIONAL CRITICALDEMOCRATIC
  • SUBJECTIVE ETHICAL SYSTEMATIC EMPOWERING ACTION DYNAMICEDUCATIONAL CRITICALDEMOCRATIC POLITICAL
  • Strengths and limitationsPR Strengths: Identifies ways to improve practice and takes responsibility for this action Inspires and generates collaborative learning and action Gives a close account of what works, how and why Has an ethical and values transparent stance Has credibility and utility in the real world of practicePR Limitations: Focuses on specific contexts and smaller numbers Does not show cause and effect Does not support comparisons or predictions Less credibility and utility to guide policy decisions due to lack of perceived rigour in method
  • Where does praxeologicalresearch sit? Issues of status,credibility, utility and power High table, minstrels gallery or amongst the masses? Historically low status and low visibility BUT high involvement and impact Is status, credibility, utility and power of PR changing in the new world of ECEC? Evidence of change in visibility, credibility and power of PR which is evident in profile of PR in recent conferences, research projects, international publications and policy debates
  • Are we at Gladwell’s Tipping Point?Gladwell’s Concepts:Social epidemic: An epidemiology term applied to the contagious spread of ideas, behaviours and products with geometric progression (doubles and doubles again)Tipping Point: The magic moment when a virus spreads with geometric progression (doubles and doubles again) and the momentum becomes unstoppableStickiness: When an idea, behaviour or product becomes irresistable Gladwell M. (2000)Has praxeological research become ‘sticky’ and has it reached a ‘tipping point’?
  • Practitioner research centresand communities of practiceIn the UK (CREC, Pen Green) and elsewhere (Childhood Association, Portugal) practitioner research centres and professional networks are developing which offer: Forums for deliberation and debate about EC practice and policy and the generation of knowledge Spaces for ethical association, open, inclusive and safe learning communities which aspire to be developmental and innovative Interaction based on mutual respect, shared curiosity and humanity Support and encouragement for ‘Communities of Practice’
  • Troubling what comes next Clear NOT one paradigm for EC research: different and complementary approaches are needed New ways of perceiving EC research are emerging and changing traditional frames and research processes New spaces for intellectual engagement are opening up and allowing EC research to move forward Acknowledged need in policy and practice to be open to multiple ways of knowing and using research and practice: challenge to existing ‘evidence based’ selection process More open, critical engagement developing between paradigm camps and more respect, congruence, innovation, democracy in EC research is evident