Presentation is loading. Please wait.

Presentation is loading. Please wait.

Shifting Positionality in Cooperative Education A self-study of enabling buy-in Jeela Jones, MEd, PhD Candidate Assistant Director University of Ottawa.

Similar presentations


Presentation on theme: "Shifting Positionality in Cooperative Education A self-study of enabling buy-in Jeela Jones, MEd, PhD Candidate Assistant Director University of Ottawa."— Presentation transcript:

1 Shifting Positionality in Cooperative Education A self-study of enabling buy-in Jeela Jones, MEd, PhD Candidate Assistant Director University of Ottawa A self-study of enabling buy-in Jeela Jones, MEd, PhD Candidate Assistant Director University of Ottawa

2 Agenda Overview of the project Findings Where are we now? Questions and discussion Overview of the project Findings Where are we now? Questions and discussion

3 Is co-op placement or an educational strategy ? What do we mean when we say placement focus vs. educational focus? In 2006/2007 we asked ourselves if we should have an educational focus and then decided to ask our stakeholders What did the stakeholders say (employers, students, faculty)? What did the co-op staff say? What do we mean when we say placement focus vs. educational focus? In 2006/2007 we asked ourselves if we should have an educational focus and then decided to ask our stakeholders What did the stakeholders say (employers, students, faculty)? What did the co-op staff say?

4 Giving em what they want The student consumer, so called because of the consumer demands students bring to higher education (Davies & Thomas, 2002; Birnbaum & Eckel, 2005; Slaughter & Rhoades, 2005) Why would staff be concerned about a shift towards an educational focus when the student consumer (among others) seeks an educational focus? The student consumer, so called because of the consumer demands students bring to higher education (Davies & Thomas, 2002; Birnbaum & Eckel, 2005; Slaughter & Rhoades, 2005) Why would staff be concerned about a shift towards an educational focus when the student consumer (among others) seeks an educational focus?

5 Site University of Ottawa Co-op Spring 2007 27 staff with 11 Co-op Coordinators Stakeholders (Students, faculty, staff) Perceived co-op as an educational program This required a shift in our positionality or stance (Lewin, 2006, p. 15) because what is true and right for employers is not necessarily the same as what is true and right for students University of Ottawa Co-op Spring 2007 27 staff with 11 Co-op Coordinators Stakeholders (Students, faculty, staff) Perceived co-op as an educational program This required a shift in our positionality or stance (Lewin, 2006, p. 15) because what is true and right for employers is not necessarily the same as what is true and right for students

6 Participant Myself A practitioner tasked with bringing about this shift A researcher interested in how that comes about Myself A practitioner tasked with bringing about this shift A researcher interested in how that comes about

7 Self-study methodology Practitioner/Researcher: Self-study is more commonly used in the teacher-practitioner setting but it is emerging as meaningful to admin practice in education (Loughan, 2004) Living contradiction: Self-study provides opportunity to reveal discrepancy between values and beliefs, the living contradiction (Austin & Senese, 2005) Hands-on: Self-study rejects the idea that problems can be solved at an abstract, theoretical level and then simply applied by practitioners (Beck, Freese & Kosnick, 2004, p. 1262) Practitioner/Researcher: Self-study is more commonly used in the teacher-practitioner setting but it is emerging as meaningful to admin practice in education (Loughan, 2004) Living contradiction: Self-study provides opportunity to reveal discrepancy between values and beliefs, the living contradiction (Austin & Senese, 2005) Hands-on: Self-study rejects the idea that problems can be solved at an abstract, theoretical level and then simply applied by practitioners (Beck, Freese & Kosnick, 2004, p. 1262)

8 Self-study methodology Journaling: Self-study requires the practitioner to journal anticipatory, contemporaneous, and retrospective reflection (Beck, Freese & Kosnick, 2004) Critical friend: To avoid naval gazing a critical friend acts as a sounding board, asks challenging questions, supports reframing of events, and joins in the professional learning experience (Shuck & Russell, 2005, p, 107) Dialogue: A dialogue is created between the practitioner and the critical friend (Farell, 2001) Journaling: Self-study requires the practitioner to journal anticipatory, contemporaneous, and retrospective reflection (Beck, Freese & Kosnick, 2004) Critical friend: To avoid naval gazing a critical friend acts as a sounding board, asks challenging questions, supports reframing of events, and joins in the professional learning experience (Shuck & Russell, 2005, p, 107) Dialogue: A dialogue is created between the practitioner and the critical friend (Farell, 2001)

9 Research Questions How am I enabling buy-in to the need to shift positionality? What do my enabling behaviors reveal about co-op at U of O and the larger co-op community? How am I enabling buy-in to the need to shift positionality? What do my enabling behaviors reveal about co-op at U of O and the larger co-op community?

10 Project Format In May 2007, I made a presentation to all-staff on our need to shift our positionality from a placement to educational focus I journaled my experience of the seven days leading up to the presentation and the 10 days that followed I took care to journal my experience of enabling buy-in In May 2007, I made a presentation to all-staff on our need to shift our positionality from a placement to educational focus I journaled my experience of the seven days leading up to the presentation and the 10 days that followed I took care to journal my experience of enabling buy-in

11 Analysis Used the journal notes along with the critique provided by the critical friend Triangulated these with various documents: the presentation I made on May 17, 2007 the stakeholder research Id conducted in 2006/2007 Used the journal notes along with the critique provided by the critical friend Triangulated these with various documents: the presentation I made on May 17, 2007 the stakeholder research Id conducted in 2006/2007

12 Findings Being a change agent Talking often and early on Becoming a leader Utilizing self-study Being a change agent Talking often and early on Becoming a leader Utilizing self-study

13 Being a change agent Really the discussion was around how theres reluctance for a change and how putting students at the center of what we do has been pushed back again and again…

14 Being a change agent A colleague starts in talking about how he/she personally, and knows that others were concerned about what I was going to present today and that I was going to come in and make tons of changes and tell people what to do, Like BANG! (and he/she makes the motions of a shotgun).

15 Talking often and early on It took two hours instead of one hour but, next time well plan more time to meet since the discussion was important I felt like I should have had this conversation months ago…like nine months ago when we started the fact-finding project. It took two hours instead of one hour but, next time well plan more time to meet since the discussion was important I felt like I should have had this conversation months ago…like nine months ago when we started the fact-finding project.

16 Becoming a leader Im still thinking about this meeting - should I have been more or less something? I dont think more firm or more soft would have helped. More firm would have sparked more anger and also I may have lost it…more soft and I would have been walked over. [My colleague] said, If theres one person who could bring about this change, its you. Im still a little wowed by that. Complimented but also feeling like theres a weight on my shoulders. Im still thinking about this meeting - should I have been more or less something? I dont think more firm or more soft would have helped. More firm would have sparked more anger and also I may have lost it…more soft and I would have been walked over. [My colleague] said, If theres one person who could bring about this change, its you. Im still a little wowed by that. Complimented but also feeling like theres a weight on my shoulders.

17 Utilizing self-study Im thinking about being a living contradiction. And there it is. Me saying we need to be student centered and yet, Ive decided to not involve people in my presentation today. So, I changed my mind…

18 Enabling buy-in? How did I enable buy-in? Shared information Created cross-functional teams Asked staff to speak in a public setting instead of having me being a sage on the stage What did my behaviors reveal about U of O? Silos and territories Challenges with info sharing Limited opportunities for staff to speak in public settings What do my behaviors reveal about the larger co-op community? Shifting positionality is a shift in values How did I enable buy-in? Shared information Created cross-functional teams Asked staff to speak in a public setting instead of having me being a sage on the stage What did my behaviors reveal about U of O? Silos and territories Challenges with info sharing Limited opportunities for staff to speak in public settings What do my behaviors reveal about the larger co-op community? Shifting positionality is a shift in values

19 Where are we now? Have we changed? Have the staff shifted positionality from placement to an educational focus? Have I changed? Do I do my job differently? Have we changed? Have the staff shifted positionality from placement to an educational focus? Have I changed? Do I do my job differently?

20 References Austin, T., & Senese, J. (2005). Self-Study in school teaching: Teachers perspectives. In J.J. Loughran, M.L. Hamilton, V. LaBoskey & T. Russell (Eds.) International Handbook of Self-Study of Teaching and Teacher Education Practices (pp. 1231-1258). Dordrecht; Kluwer Academic Publishing. Beck, C., Freese, A, & Kosnick, C. (2004). The preservice practicum: Learning through self-study in a professional setting. In J.J. Loughran, M.L. Hamilton, V. LaBoskey & T. Russell (Eds.) International Handbook of Self-Study of Teaching and Teacher Education Practices (pp. 1260-1293). Dordrecht; Kluwer Academic Publishing. Birnbaum, R., & Eckel, P. D. (2005). The dilemma of presidential leadership. In P. G. Altbach, R. O. Berdahl, & P. J. Gumport (Eds.) American Higher Education in the Twenty-First century: Social, Political, and Economic Challenges (pp. 340-365). Baltimore; The John Hopkins University Press. Davies, A., & Thomas, R. (2002). Managerialism and accountability in higher education: The gendered nature of restructuring and the costs of academic service. Critical Perspectives on Accounting, 13, 179-193. Farrell, T. (2001). Critical friendships: Colleagues helping each other develop. ELT Journal, 55(4), 368-374. Lewin, E. (2006). Introduction. In E. Lewin (Ed.) Feminist anthropology: A reader (pp. 1-38) Malden: Blackwell Publishing. Loughran, J. J. (2004). A history and context of self study of teaching and teacher education practices. In J.J. Loughran, M.L. Hamilton, V. LaBoskey & T. Russell (Eds.) International Handbook of Self-Study of Teaching and Teacher Education Practices (pp. 7-39) Dordrecht; Kluwer Academic Publishing. Schuck, S., & Russell, T. (2005). Self study, critical friendship and the complexities of teacher education. Studying Teacher Education, 1(2), pp. 107-121 Slaughterhouse, S., & Rhoades, G. (2005). Markets in higher education: Students in the seventies, patents in the eighties, copyrights in the nineties. In P. G. Altbach, R. O. Berdahl, & P. J. Gumport (Eds.) American Higher Education in the Twenty-First century: Social, Political, and Economic Challenges, Baltimore (pp. 486-516).The John Hopkins University Press. Austin, T., & Senese, J. (2005). Self-Study in school teaching: Teachers perspectives. In J.J. Loughran, M.L. Hamilton, V. LaBoskey & T. Russell (Eds.) International Handbook of Self-Study of Teaching and Teacher Education Practices (pp. 1231-1258). Dordrecht; Kluwer Academic Publishing. Beck, C., Freese, A, & Kosnick, C. (2004). The preservice practicum: Learning through self-study in a professional setting. In J.J. Loughran, M.L. Hamilton, V. LaBoskey & T. Russell (Eds.) International Handbook of Self-Study of Teaching and Teacher Education Practices (pp. 1260-1293). Dordrecht; Kluwer Academic Publishing. Birnbaum, R., & Eckel, P. D. (2005). The dilemma of presidential leadership. In P. G. Altbach, R. O. Berdahl, & P. J. Gumport (Eds.) American Higher Education in the Twenty-First century: Social, Political, and Economic Challenges (pp. 340-365). Baltimore; The John Hopkins University Press. Davies, A., & Thomas, R. (2002). Managerialism and accountability in higher education: The gendered nature of restructuring and the costs of academic service. Critical Perspectives on Accounting, 13, 179-193. Farrell, T. (2001). Critical friendships: Colleagues helping each other develop. ELT Journal, 55(4), 368-374. Lewin, E. (2006). Introduction. In E. Lewin (Ed.) Feminist anthropology: A reader (pp. 1-38) Malden: Blackwell Publishing. Loughran, J. J. (2004). A history and context of self study of teaching and teacher education practices. In J.J. Loughran, M.L. Hamilton, V. LaBoskey & T. Russell (Eds.) International Handbook of Self-Study of Teaching and Teacher Education Practices (pp. 7-39) Dordrecht; Kluwer Academic Publishing. Schuck, S., & Russell, T. (2005). Self study, critical friendship and the complexities of teacher education. Studying Teacher Education, 1(2), pp. 107-121 Slaughterhouse, S., & Rhoades, G. (2005). Markets in higher education: Students in the seventies, patents in the eighties, copyrights in the nineties. In P. G. Altbach, R. O. Berdahl, & P. J. Gumport (Eds.) American Higher Education in the Twenty-First century: Social, Political, and Economic Challenges, Baltimore (pp. 486-516).The John Hopkins University Press.

21 Discussion


Download ppt "Shifting Positionality in Cooperative Education A self-study of enabling buy-in Jeela Jones, MEd, PhD Candidate Assistant Director University of Ottawa."

Similar presentations


Ads by Google