Transforming teaching and learning through living-theory action research In a culture-of-inquiry
|Title||Transforming teaching and learning through living-theory action research In a culture-of-inquiry|
|Publication Type||Journal Article|
|Year of Publication||2013|
|Journal||Educational Journal of Living Theories|
|Type of Article||living theory|
In this article, I focus on making explicit the embodied knowledge of educators and seek to incite the social imagination to create educational research that creates attitudinal, behavioural, and social transformational learning opportunities in a way that challenges the status quo of education. Data is drawn from 1996 to 2013 in my years as a superintendent of schools in a school district of 30,000 students in Ontario, Canada, from which I retired in 2007, and as I completed my PhD at Bath, UK with Jack Whitehead from 1996-2002 and continued post-doctoral inquiry until the present. During much of that same time I was an adjunct professor at Brock University. With the informal teacher research in the school district and with the formal research programmes at the university, the methodology that I encouraged and supported was Jack’s living-theory as I created a culture-of-Inquiry in which it could flourish. Working in collaboration with my three much-loved colleagues in this issue in a space where energy-flowing values have created a synergetic resonance, has inspired my life and work.
|Short Title||A culture of inquiry and living-theory|