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Re-framing Education as a
Thirdspace: Neonarratives of
Pedagogy, Power and
Transformation.
Dr Janice K. Jones
Capacity Building Research Network
Faculty of Education, University of Southern
Queensland.
University of Exeter
Graduate School of Education Seminar,
24th October 2012
POSITION AND CONTEXT
Positioning the study: the theoretical framework and ‘lens’
Place, time, space and identity: the researcher, the study and the
postcolonial context.
Acknowledgement of Country
Dinawan Dreaming by Donna Moodie
I acknowledge the traditional custodians of the lands
where USQ teaching and research is conducted: the
Gaibal, Jarowair, Ugarapul and Butchulla peoples of
Queensland. I honour the wisdom of Elders past, present
and future, seeking to walk together in the spirit of
reconciliation.
University of Southern Queensland
 25,648 students
 Students from 85 +
countries
 Top 3 international
China, Malaysia &
India
 Student to academic
rate: 21/1
 Very high (2%)
Indigenous students
 80% Faculty of
Education study fully
online
 7,382 postgraduate
(very high) 94%
Schools in Australia
 Decreased from 9,600 in 2000 to 9,468 in
2010 (-132).
 Government schools -223
 Non-government schools +91 (+12 Catholic,
+79 independent)
 In 2010, 6,743 government schools (71%),
1,708 Catholic schools (18%), and 1,017
Independent schools (11%).
Australian Bureau of Statistics. (2010) 4221.0 - Schools, Australia, 2010
At-risk students
 In 2006, 7% of 15-19 year olds who
were no longer attending high school
had not completed Year 10.
 This proportion was considerably higher
in remote (14%) and very remote areas
(36%).
 (51%) of Indigenous 15-19 year olds
participating (up from 43% in 1996).
PISA Results 2009
 34 OECD countries and 31 partner countries
 14,000 students from 353 schools in
Australia(randomly selected)
 “While females continue to outperform males in
reading literacy, the average scores of Australian
males and females have declined significantly since
reading literacy was first a major domain of
assessment for PISA, by 17 and 13 points
respectively” (Thomson, De Bortoli, et al., 2009)
Australia – performance monitoring
 Response to the Melbourne Declaration: National
Assessment Program (NAP) focuses on: attendance,
participation, completion and attainment in schools
 Annual assessment for students in Years 3, 5, 7 and
9 for Literacy,numeracy, science, civics and
citizenship, ICT
 “...an everyday part of the school calendar and has
been since 2008”
National Report on Schooling in Australia (2010, p.6)
MCEETYA. (2008). Melbourne declaration on educational goals
for young Australians. Melbourne: Curriculum Corporation
Re-framing Education as a Thirdspace: Neonarratives of Pedagogy, Power and Transformation.
Positioning: Researcher-educator
“an international culture, based not on the exoticism of
multiculturalism or the diversity of cultures, but on the inscription and
articulation of culture's hybridity” (Bhabha, 2004)
Autoethnography in the Study
 hybrid postcolonial
identity informs a
“negotiation of meaning
and representation”
(Bhabha, 1990)
 “Critical pedagogy asks:
Whose standard? Whose
culture? Whose knowledge?
Whose history? Whose
language? Whose
perspective?”
(Wink, 2005).
 re-situating identity
and practice to the
borderlands for
disruption of, and
subsequent re-
casting of,
experience
Licona, A. C. (2007).
History, space, place
 As beings we are “simultaneously
historical, social and spatial... actively
participating individually and collectively
in the construction/production - the
"becoming" - of histories, geographies,
societies. (Soja, 1996), informed by
Lefebvre (1974) and Heiddegger
The questions
 What happens to the personal and professional
understandings of a teacher educator as a result of
her reflexive engagement in the third space between
traditional and non-traditional educational places?
 How do those understandings impact upon her
philosophy and practice of pedagogy?
 What are the implications of promoting a critical and
creative approach within an educational policy which
utilizes a system of measurable outcomes?
The contentions
 Systemic practices of pedagogy and curriculum
in 21st century Queensland appear to be
informed by contradictory and potentially
irreconcilable ideologies.
 A hidden curriculum may work against change,
re-inscribing capital through power relationships
that maintain inequalities.
 Culture and identity inform teachers’ personal
doxa and habitus, potentially re-instilling
established practices and agency
Field Theory, Power and agency
 Pierre Bourdieu: “symbolic violence” by which
dominating ideas self-legitimise through the
structuring forms of curriculum and pedagogy and
through the influence of doxa upon practices of
teaching and learning. Bourdieu, P. (1991a). Language and symbolic power.
Cambridge, MA: Harvard University Press.)
 Freirean concepts of liberatory pedagogy (1993)
extended to 21st century contexts: Joan Wink (2005),
bell hooks (1994, 2006) and Henri Giroux and Joe
Kincheloe (2007) as critical and transformative
pedagogies
Spatial Theory
 Firstspace
epistemologies
(Lefebvre,1974),
(Bourdieu, 2006)
privilege scientific
modes of thinking,
reinforcing static
binaries and
dialectics.
 “rational, scientific,
technical
justifications, always
in the name of
objectivity, are relied
upon. In this way,
the audit culture
perpetuates itself”
(Bourdieu, 1998, p.
90).
Binaries – Secondspace
 Secondspace theories,
underpinned by the
“assumption that
knowledge is primarily
produced through
discursively devised
representations” Soja, E. W.
(1996). Thirdspace: Journeys to los
angeles and other real-and-imagined
places. Malden, MA: Blackwell, p.79
 an episteme of
“intelligibility in terms of
opposites” Lefebvre (1974)
 Neither Firstspace
empiricism nor
Secondspace dialectic
can fully represent the
complexities of human
knowledge and praxis.
(Lefbvre, 1974)
Thirdspace
A trialectics of being and spatiality. Modified from Soja (1996,
pp. 71-74) and adapted from Lefebvre (Lefebvre, 1974)
Positioning – Pedagogies
How much has changed?
 Pre-1928  1928
“Eyes front! Arms folded! Sit
still! Pay attention! Question-
and-answer situations – this
was the listening regime”
(Rugg & Shumaker, 1928, p.
i).
“Freedom! Pupil initiative!
Activity! A life of happy
intimacy – this is the drawing-
out environment of the new
school”.
Hidden Curriculum
Teacher
New
Media
Policy
Curriculum Media
Pedagogy
culture
doxa
Peer StudentHabitus
Hidden Curriculum
Ideology
culture
doxa
culture
doxa
Reflection for change?
Habitus – Wacquant, (2005)
1. learned and social (may change over
time, place and contexts of power).
2. transferable (individuals and groups)
3. lasting, but may erode or transform
4. inherent inertia - later schemas are
less deeply established than those laid
down in early life
Re-writing our world” (Wink, 2005)
 Critical pedagogy
seeks to rebalance
and democratise
education
 Educators are
challenged to
relearn and to
unlearn, questioning
received ideologies
 “writing stories”
(Richardson, 2000)
 Writing upon writing
(Richardson and
Adams St Pierre
2005)
THE STUDY
Method and processes for the study in a participatory context:
A newly-established primary school in rural Queensland run by a
community of parents.
Play-based emergent curriculum.
Are we at school?
The Magic Gardens Project
The researcher
 At first I (expect the children) to gravitate to me to
plan the garden, (then) realizing I must allow the
children to plant where they wish, we learn together.
Frustrated, I hear my voice on film (addressing) ‘little
people’ in a tone that (makes me) fear I am not a
constructivist teacher [F.29.04.06:1] or even ‘a good
teacher’ [R.29.05.06:3].
 On early visits I feel like an alien with my purposeful
approach and time-driven schedules. My agenda to
‘build trust’ is from another world where trust has to
be proven [F. 13.11.05:2 .4].
A challenge…a garden for the arts
The community
 Children have created a mini-town with a train and
taxis. They exchange money (leaves). Bert sets up a
shop and the girls a day-care centre for their babies.
Bert makes a TV show of the town using the video
camera: he films Michael, in his train, as he bumps
over a crossing and waits for a broken signal. Beverly
and Bert try to download the film: ringing Bert’s older
brother for help. Ollie sets up a café. He adds coffee
to the menu at the request of the late night taxi
drivers, and ice-cream but will not serve soft drink
because it is unhealthy.
Re-framing Education as a Thirdspace: Neonarratives of Pedagogy, Power and Transformation.
Learning through play
Knights: research into armour, warfare,
helmet and shield design, figure painting,
filming and acting out. Visiting stunt-man
actor shared ‘theatre fighting’.Strategic
‘war games’ for 3 weeks.
Reggio Emilia
approach:
Parents, peers and
the environment as
teachers
(Malaguzzi, 1998),
New (2007)
Reggio Emilia
Pre-service teacher workshops
...line up...
Children and parents assessed the pre-
service teachers’ workshops.
Facilitators also self and peer assessed.
One group of visiting pre-service teachers
ordered children to ‘line up’ to give
feedback....but the children dutifully
complied.
This simple shift in agency – and adult
concepts of order highlighted a key
difference between ‘traditional’ and ‘child-
centred’ education.
Re-framing Education as a Thirdspace: Neonarratives of Pedagogy, Power and Transformation.
School closure...John and Meg
 battling an invisible giant: the ‘factory
system’ of education as ‘giant exercise
in mediocrity’ (with its) lack of parental
choice, and emphasis on testing and
teacher-defined curricula. Authorities
have described the community’s efforts
to keep the school open as “a
subversive campaign”. [F.26.09.07:5].
Data gathering 2005 - 2008
Researcher
Community
Pre-service
Teachers
Journals
Fieldnotes
Films
Interviews
Autoethnographic writings
Reflective
Journals
Interviews
Diaries
Meeting notes
Student works
Films
Coded
By
Themes
Themes are colour coded in the bricolage
Narratology as method
 Data collection and coding
 Narrative constructions (community,
researcher, pre-service teachers)
 Narrative reductions (analysis of
gaps/silences/intersections
 Generation of neonarratives
 Critical analysis/discussion
Modified from Stewart’s four stage process of narratology (1994, p. 152)
Re-framing Education as a Thirdspace: Neonarratives of Pedagogy, Power and Transformation.
Re-framing Education as a Thirdspace: Neonarratives of Pedagogy, Power and Transformation.
Re-framing Education as a Thirdspace: Neonarratives of Pedagogy, Power and Transformation.
Drumming - learning with adults
Children and adults learning together: music terminology and skills
Children paint their world…
Backward mapping
Rain
Play
All 5 senses Environmental
studies
Light and
refraction
Making
music
Science of
waves
Chemistry of
water
Wet-on-wet
painting
Maths
Displacement
We’re making a world...
 Michael instructs Pippa (age 3) “Use a
bucket to get more coal”. He says “We
live in a train world. We’re making a
world”. He makes a map and he and
Robbie discuss it, adding trees where
they stop for lunch, a road that crosses
the railway, and water in a river. They
locate these things in the real
environment [D:08.08.07]
Michael developed photo stories about
himself as Superhero. Then, for weeks he
and a younger child developed a game of
trains: others joined in creating a shop,
childminding service, taxis, ‘money’,
bridges, carriages, tracks. Michael wrote
his first words on his beautiful poster of a
train. He began to create cartoon books...
New confidence to create
Re-framing Education as a Thirdspace: Neonarratives of Pedagogy, Power and Transformation.
Re-framing Education as a Thirdspace: Neonarratives of Pedagogy, Power and Transformation.
Re-framing Education as a Thirdspace: Neonarratives of Pedagogy, Power and Transformation.
Re-framing Education as a Thirdspace: Neonarratives of Pedagogy, Power and Transformation.
Creating Special Effects
Parents – the paradox of power
 ...parents who experience a change in
thinking, critiquing the school’s ideology,
curriculum and pedagogy and seeking power
to influence both, seek more fully to engage in
school decision-making around practices of
teaching than those parents who are
empathetic with the school’s play-based
curriculum.
 Parent conflict initiates a call to power, leading
to the closure of the school.
Pre-service teachers
 this reflective journal ... a
valuable guide and reference for
me in the future, (to) practice
constructivism.
[SR.Creative.14.10.06:5.3]
 we were nervous...as we didn’t
know the school or how the
children would respond. I
thought they would be harder to
win over, because (they can)
make their own decisions and
choices. In private and state
schools teachers make them sit
and watch, clap when told to
and make noise (only) when
they are allowed to
[SF.03.04.07:S1.1] (Pre-service
teacher) said she felt natural
within the alternative school
 express concerns that their
experience of undergraduate
study exposes them to a
profoundly normative culture
both from peers and from the
systemic affordances of the
University
 systemic assessment and
course offerings do not seem
to provide support for
different behaviours, or ways
of knowing and learning
A disconnection
 ...between the visionary nature of
institutional philosophy and how it is
manifest in physical and bureaucratic
place and space. Seeming to internalise
that dichotomy, pre-service teachers
voice a personal awareness that
pragmatism informs the “way things are
done” in education, a means of resolving
conflict
Issues
 Future educators express concerns that
their experience of study exposes them
to a profoundly normative culture both
from peers and from the systemic
affordances of the University
 University processes: assessment and
course offerings do not seem to provide
support for different behaviours, or ways
of knowing and learning
Becoming a transformative educator?
 Endeavours towards change may be countermanded by
an adaptive self that tends to re-instil and re-create the
known (Wacquant, 2005).
 Are professional conversations and reflexive praxis for
‘critical pedagogy’ sufficient to counteract and intervene
between the re-establishing forces of personal doxa and
personal and systemic habitus (Cornbleth, 2010, p.
296)?
 Importance of ongoing, recursive writing and discussion
for change in personal practice – and for professional
habitus to transform – and in relation to policy?
References
Australian Bureau of Statistics. (2010). 4221.0 - Schools, Australia, 2010
Retrieved from http://www.abs.gov.au/4221.0
Australian Curriculum Assessment and Reporting Authority. (2010).
National report on schooling in Australia 2010. Sydney: ACARA
Retrieved from
http://www.acara.edu.au/verve/_resources/National_Report_on_School
ing_in_Australia_2010_live.pdf.
Thomson, S., De Bortoli, L., Nicholas, M., Hillman, K., & Buckley, S.
(2009). PISA in brief - highlights from the full Australian report:
Challenges for Australian education: Results from PISA 2009. Paris,
France: OECD Program for International Student Assessment (PISA),
Retrieved from http://www.acer.edu.au/documents/PISA-2009-In-
Brief.pdf.
Thank you - Questions Welcome
 My contact email is:
 jonesja@usq.edu.au

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Re-framing Education as a Thirdspace: Neonarratives of Pedagogy, Power and Transformation.

  • 1. Re-framing Education as a Thirdspace: Neonarratives of Pedagogy, Power and Transformation. Dr Janice K. Jones Capacity Building Research Network Faculty of Education, University of Southern Queensland. University of Exeter Graduate School of Education Seminar, 24th October 2012
  • 2. POSITION AND CONTEXT Positioning the study: the theoretical framework and ‘lens’ Place, time, space and identity: the researcher, the study and the postcolonial context.
  • 3. Acknowledgement of Country Dinawan Dreaming by Donna Moodie I acknowledge the traditional custodians of the lands where USQ teaching and research is conducted: the Gaibal, Jarowair, Ugarapul and Butchulla peoples of Queensland. I honour the wisdom of Elders past, present and future, seeking to walk together in the spirit of reconciliation.
  • 4. University of Southern Queensland  25,648 students  Students from 85 + countries  Top 3 international China, Malaysia & India  Student to academic rate: 21/1  Very high (2%) Indigenous students  80% Faculty of Education study fully online  7,382 postgraduate (very high) 94%
  • 5. Schools in Australia  Decreased from 9,600 in 2000 to 9,468 in 2010 (-132).  Government schools -223  Non-government schools +91 (+12 Catholic, +79 independent)  In 2010, 6,743 government schools (71%), 1,708 Catholic schools (18%), and 1,017 Independent schools (11%). Australian Bureau of Statistics. (2010) 4221.0 - Schools, Australia, 2010
  • 6. At-risk students  In 2006, 7% of 15-19 year olds who were no longer attending high school had not completed Year 10.  This proportion was considerably higher in remote (14%) and very remote areas (36%).  (51%) of Indigenous 15-19 year olds participating (up from 43% in 1996).
  • 7. PISA Results 2009  34 OECD countries and 31 partner countries  14,000 students from 353 schools in Australia(randomly selected)  “While females continue to outperform males in reading literacy, the average scores of Australian males and females have declined significantly since reading literacy was first a major domain of assessment for PISA, by 17 and 13 points respectively” (Thomson, De Bortoli, et al., 2009)
  • 8. Australia – performance monitoring  Response to the Melbourne Declaration: National Assessment Program (NAP) focuses on: attendance, participation, completion and attainment in schools  Annual assessment for students in Years 3, 5, 7 and 9 for Literacy,numeracy, science, civics and citizenship, ICT  “...an everyday part of the school calendar and has been since 2008” National Report on Schooling in Australia (2010, p.6) MCEETYA. (2008). Melbourne declaration on educational goals for young Australians. Melbourne: Curriculum Corporation
  • 10. Positioning: Researcher-educator “an international culture, based not on the exoticism of multiculturalism or the diversity of cultures, but on the inscription and articulation of culture's hybridity” (Bhabha, 2004)
  • 11. Autoethnography in the Study  hybrid postcolonial identity informs a “negotiation of meaning and representation” (Bhabha, 1990)  “Critical pedagogy asks: Whose standard? Whose culture? Whose knowledge? Whose history? Whose language? Whose perspective?” (Wink, 2005).  re-situating identity and practice to the borderlands for disruption of, and subsequent re- casting of, experience Licona, A. C. (2007).
  • 12. History, space, place  As beings we are “simultaneously historical, social and spatial... actively participating individually and collectively in the construction/production - the "becoming" - of histories, geographies, societies. (Soja, 1996), informed by Lefebvre (1974) and Heiddegger
  • 13. The questions  What happens to the personal and professional understandings of a teacher educator as a result of her reflexive engagement in the third space between traditional and non-traditional educational places?  How do those understandings impact upon her philosophy and practice of pedagogy?  What are the implications of promoting a critical and creative approach within an educational policy which utilizes a system of measurable outcomes?
  • 14. The contentions  Systemic practices of pedagogy and curriculum in 21st century Queensland appear to be informed by contradictory and potentially irreconcilable ideologies.  A hidden curriculum may work against change, re-inscribing capital through power relationships that maintain inequalities.  Culture and identity inform teachers’ personal doxa and habitus, potentially re-instilling established practices and agency
  • 15. Field Theory, Power and agency  Pierre Bourdieu: “symbolic violence” by which dominating ideas self-legitimise through the structuring forms of curriculum and pedagogy and through the influence of doxa upon practices of teaching and learning. Bourdieu, P. (1991a). Language and symbolic power. Cambridge, MA: Harvard University Press.)  Freirean concepts of liberatory pedagogy (1993) extended to 21st century contexts: Joan Wink (2005), bell hooks (1994, 2006) and Henri Giroux and Joe Kincheloe (2007) as critical and transformative pedagogies
  • 16. Spatial Theory  Firstspace epistemologies (Lefebvre,1974), (Bourdieu, 2006) privilege scientific modes of thinking, reinforcing static binaries and dialectics.  “rational, scientific, technical justifications, always in the name of objectivity, are relied upon. In this way, the audit culture perpetuates itself” (Bourdieu, 1998, p. 90).
  • 17. Binaries – Secondspace  Secondspace theories, underpinned by the “assumption that knowledge is primarily produced through discursively devised representations” Soja, E. W. (1996). Thirdspace: Journeys to los angeles and other real-and-imagined places. Malden, MA: Blackwell, p.79  an episteme of “intelligibility in terms of opposites” Lefebvre (1974)  Neither Firstspace empiricism nor Secondspace dialectic can fully represent the complexities of human knowledge and praxis. (Lefbvre, 1974)
  • 18. Thirdspace A trialectics of being and spatiality. Modified from Soja (1996, pp. 71-74) and adapted from Lefebvre (Lefebvre, 1974)
  • 20. How much has changed?  Pre-1928  1928 “Eyes front! Arms folded! Sit still! Pay attention! Question- and-answer situations – this was the listening regime” (Rugg & Shumaker, 1928, p. i). “Freedom! Pupil initiative! Activity! A life of happy intimacy – this is the drawing- out environment of the new school”.
  • 21. Hidden Curriculum Teacher New Media Policy Curriculum Media Pedagogy culture doxa Peer StudentHabitus Hidden Curriculum Ideology culture doxa culture doxa
  • 23. Habitus – Wacquant, (2005) 1. learned and social (may change over time, place and contexts of power). 2. transferable (individuals and groups) 3. lasting, but may erode or transform 4. inherent inertia - later schemas are less deeply established than those laid down in early life
  • 24. Re-writing our world” (Wink, 2005)  Critical pedagogy seeks to rebalance and democratise education  Educators are challenged to relearn and to unlearn, questioning received ideologies  “writing stories” (Richardson, 2000)  Writing upon writing (Richardson and Adams St Pierre 2005)
  • 25. THE STUDY Method and processes for the study in a participatory context: A newly-established primary school in rural Queensland run by a community of parents. Play-based emergent curriculum.
  • 26. Are we at school?
  • 27. The Magic Gardens Project
  • 28. The researcher  At first I (expect the children) to gravitate to me to plan the garden, (then) realizing I must allow the children to plant where they wish, we learn together. Frustrated, I hear my voice on film (addressing) ‘little people’ in a tone that (makes me) fear I am not a constructivist teacher [F.29.04.06:1] or even ‘a good teacher’ [R.29.05.06:3].  On early visits I feel like an alien with my purposeful approach and time-driven schedules. My agenda to ‘build trust’ is from another world where trust has to be proven [F. 13.11.05:2 .4].
  • 29. A challenge…a garden for the arts
  • 30. The community  Children have created a mini-town with a train and taxis. They exchange money (leaves). Bert sets up a shop and the girls a day-care centre for their babies. Bert makes a TV show of the town using the video camera: he films Michael, in his train, as he bumps over a crossing and waits for a broken signal. Beverly and Bert try to download the film: ringing Bert’s older brother for help. Ollie sets up a café. He adds coffee to the menu at the request of the late night taxi drivers, and ice-cream but will not serve soft drink because it is unhealthy.
  • 32. Learning through play Knights: research into armour, warfare, helmet and shield design, figure painting, filming and acting out. Visiting stunt-man actor shared ‘theatre fighting’.Strategic ‘war games’ for 3 weeks. Reggio Emilia approach: Parents, peers and the environment as teachers (Malaguzzi, 1998), New (2007) Reggio Emilia
  • 34. ...line up... Children and parents assessed the pre- service teachers’ workshops. Facilitators also self and peer assessed. One group of visiting pre-service teachers ordered children to ‘line up’ to give feedback....but the children dutifully complied. This simple shift in agency – and adult concepts of order highlighted a key difference between ‘traditional’ and ‘child- centred’ education.
  • 36. School closure...John and Meg  battling an invisible giant: the ‘factory system’ of education as ‘giant exercise in mediocrity’ (with its) lack of parental choice, and emphasis on testing and teacher-defined curricula. Authorities have described the community’s efforts to keep the school open as “a subversive campaign”. [F.26.09.07:5].
  • 37. Data gathering 2005 - 2008 Researcher Community Pre-service Teachers Journals Fieldnotes Films Interviews Autoethnographic writings Reflective Journals Interviews Diaries Meeting notes Student works Films Coded By Themes Themes are colour coded in the bricolage
  • 38. Narratology as method  Data collection and coding  Narrative constructions (community, researcher, pre-service teachers)  Narrative reductions (analysis of gaps/silences/intersections  Generation of neonarratives  Critical analysis/discussion Modified from Stewart’s four stage process of narratology (1994, p. 152)
  • 42. Drumming - learning with adults Children and adults learning together: music terminology and skills
  • 44. Backward mapping Rain Play All 5 senses Environmental studies Light and refraction Making music Science of waves Chemistry of water Wet-on-wet painting Maths Displacement
  • 45. We’re making a world...  Michael instructs Pippa (age 3) “Use a bucket to get more coal”. He says “We live in a train world. We’re making a world”. He makes a map and he and Robbie discuss it, adding trees where they stop for lunch, a road that crosses the railway, and water in a river. They locate these things in the real environment [D:08.08.07]
  • 46. Michael developed photo stories about himself as Superhero. Then, for weeks he and a younger child developed a game of trains: others joined in creating a shop, childminding service, taxis, ‘money’, bridges, carriages, tracks. Michael wrote his first words on his beautiful poster of a train. He began to create cartoon books... New confidence to create
  • 52. Parents – the paradox of power  ...parents who experience a change in thinking, critiquing the school’s ideology, curriculum and pedagogy and seeking power to influence both, seek more fully to engage in school decision-making around practices of teaching than those parents who are empathetic with the school’s play-based curriculum.  Parent conflict initiates a call to power, leading to the closure of the school.
  • 53. Pre-service teachers  this reflective journal ... a valuable guide and reference for me in the future, (to) practice constructivism. [SR.Creative.14.10.06:5.3]  we were nervous...as we didn’t know the school or how the children would respond. I thought they would be harder to win over, because (they can) make their own decisions and choices. In private and state schools teachers make them sit and watch, clap when told to and make noise (only) when they are allowed to [SF.03.04.07:S1.1] (Pre-service teacher) said she felt natural within the alternative school  express concerns that their experience of undergraduate study exposes them to a profoundly normative culture both from peers and from the systemic affordances of the University  systemic assessment and course offerings do not seem to provide support for different behaviours, or ways of knowing and learning
  • 54. A disconnection  ...between the visionary nature of institutional philosophy and how it is manifest in physical and bureaucratic place and space. Seeming to internalise that dichotomy, pre-service teachers voice a personal awareness that pragmatism informs the “way things are done” in education, a means of resolving conflict
  • 55. Issues  Future educators express concerns that their experience of study exposes them to a profoundly normative culture both from peers and from the systemic affordances of the University  University processes: assessment and course offerings do not seem to provide support for different behaviours, or ways of knowing and learning
  • 56. Becoming a transformative educator?  Endeavours towards change may be countermanded by an adaptive self that tends to re-instil and re-create the known (Wacquant, 2005).  Are professional conversations and reflexive praxis for ‘critical pedagogy’ sufficient to counteract and intervene between the re-establishing forces of personal doxa and personal and systemic habitus (Cornbleth, 2010, p. 296)?  Importance of ongoing, recursive writing and discussion for change in personal practice – and for professional habitus to transform – and in relation to policy?
  • 57. References Australian Bureau of Statistics. (2010). 4221.0 - Schools, Australia, 2010 Retrieved from http://www.abs.gov.au/4221.0 Australian Curriculum Assessment and Reporting Authority. (2010). National report on schooling in Australia 2010. Sydney: ACARA Retrieved from http://www.acara.edu.au/verve/_resources/National_Report_on_School ing_in_Australia_2010_live.pdf. Thomson, S., De Bortoli, L., Nicholas, M., Hillman, K., & Buckley, S. (2009). PISA in brief - highlights from the full Australian report: Challenges for Australian education: Results from PISA 2009. Paris, France: OECD Program for International Student Assessment (PISA), Retrieved from http://www.acer.edu.au/documents/PISA-2009-In- Brief.pdf.
  • 58. Thank you - Questions Welcome  My contact email is:  jonesja@usq.edu.au