Educators engaged in meaning-making about their work: Using deep dialogue and a sustainable system of governance to improve performance. Paula Joyce, PhD candidate*Transformative Education Research Group*Science & Mathematics Education Centre (SMEC)*Curtin University of Technology*

Research Questions What happens when teachers are given the opportunity to make decisions about their work? Are schools (as claimed by Habermas) the best places to learn about democracy)? How are decisions made in schools, who makes them and who is held accountable? Is transformative change in schools possible? What is considered valuable and measureable in schools?

Background & Significance Schools Sites of fragmented problem/solution cycle Untapped tacit knowledge about teaching & learning Fractured pedagogical approaches Decision making processes and governance do not lead to action Autocratic, endowed leadership Classroom push precludes deep learning Poor network of stakeholders Limited information flow in downward direction Assumed culture and values External metrics measure teacher performance by measuring students

Purpose To introduce the Expanding Circles of Governance (ECoG) structure into a school to enable whole school reculturing & restructuring. Emergent Ecological Coparticipant Harnesses tacit knowledge Governance – the heart of decision making

Methodology Traditional paradigm Multiple paradigms & Theoretical Referents Positivism Post-positivism Interpretivism Explanation Experimental Objectivity Validity & Reliability Triangulation Criticalism Post-modernism Integralism Auto/ethnographic Complexity theory Network theory Spiral dynamics Chaos theory Systems theory Theories of democracy and deliberation

Educational Research Paradigms Western History Anthropology *Interpretive turn *Reflective turn Critical Studies *Critical turn The Arts *Literary turn *Narrative turn Integral Philosophy *Ecological turn *Spiritual turn Paradigms InterpretivismCriticalismPostmodernismIntegralism Focus Meaning (subjective) Emancipation (social justice) Pluralism (difference) Holism (balance) Method Ethnographic Autobiographical 4th Generation Evaluation *participant observation *case study Critical Action Research Policy critique Writing as inquiry Performance Ethnography Visualising Imagining Critical auto/ethnography Philosophical inquiry Quality Standards Legitimation *trustworthiness *authenticity Praxis *critical reflection *agency *advocacy *re-envisioning Representation *multiple perspectives *polyvocality *verisimilitude *pedagogical thoughtfulness Combination of standards of inquiry from various paradigms Peter C Taylor, Curtin University, 2009

Multiple Research Paradigms Postmodernism Integralism CriticalismInterpretivism

Organisational framework January, 2008 Organisational framework January, 2008 Organisational framework July, 2009 Organisational framework July, 2009 Organisational Change Restructuring/reculturing emergent and ongoing*ecological system*empowering leadership*trust and openness*value/belief explicit*challenges the status quo and long held beliefs*improves the flow of information throughout the school*increasesd self-efficacy and individual self-worth*decisions are make as a result of deep-thinking*effective meetings*clear agenda*oriented to action*space for every voice to be heard*recognises complexity*clarifies responsibility*provides opportunities for emerging leadership*dialogic *evaluative

Praxis oriented change- knowledge linked to action Knowledge claims EpistemologyPhronesis Techne

Outcomes *clearly defined organisational structures *improved information flow (up and down) to all corners of the organisation *emergent leadership opportunities - leading not managing *clearly defined roles *effective meetings - purposeful discussion *realisation of professional learning communities *clear agreement to plans and projects *engages the wisdom within an organisation *gives people the big picture of the organisation *process demands action– stops ineffective whining