MULTIMEDIA PRESENTATIONS (updated 9th October 2011)
Click on the image for the 4:07 minute video
You can access some of my latest thinking on multi-media presentations in four presentations to the American Educational Research Association of April 2011. You can access my 'framing' for the four presentations at: http://www.actionresearch.net/writings/aera11/jwframingaera2011.pdf
I introduce the framing with:
My purpose in producing this relationally dynamic framework is to clarify for myself, and to make public in sharing with you, a creative phase in my educational research programme. It is creative in the sense of speculating about future possibilities for my continuing research into improving practice and generating knowledge. These possibilities are prefigured in what I am doing in the present and influenced by my evaluations of my learning from the past. The possibilities are closely related to the values I use to account to myself and others for my practice and the knowledge I am creating as a contribution to making the world a better place to be. Through my use of visual data I hope to show you the meanings of the embodied values I express in what I am doing in different cultural contexts. These are the values I use to account for what I am doing in the belief that they carry hope for the future of humanity, especially in relation to living loving and productive lives.
Perhaps the best illustration of the use of multi-media presentations is in the joint presentation with Jacqueline Delong at: http://www.actionresearch.net/writings/aera11/jdjwaera11.pdf
Transforming educational knowledge through making explicit the embodied knowledge of educators for the public good.
Jacqueline Delong, Brock University, Ontario, Canada
Jack Whitehead, Liverpool Hope University, UK.
A paper presented at the 2011 American Educational Research Association Conference in New Orleans, USA, 9th April 2011.
This paper focuses on making explicit the embodied knowledge of educators using a living theory methodology and inciting the social imagination to create educational research for the public good. Using evidence from international contexts, the meanings of the energy-flowing values that educators use to explain their educational influences in their own learning and in the learning of others, are becoming more explicit. The evidence includes the living educational theories of professional educators, educational leaders and students as they study their practice in improving practice and creating cultures of inquiry. The authors study their practice in their own contexts building on learning from each other and from critiques of AERA presentations in improving the interpretation of multimedia data to represent and generate knowledge. Visualnarratives are used to bring practitioner knowledges into the Academy with living standards of judgment.
At the heart of my use of multi-media narratives is a desire to communicate the meanings of embodied expressions of the values that individuals use to give meaning and purpose to their lives and that carry hope for the future of humanity. I use a process of empathetic resonance with visual data to focus attention on and to share and communicate these meanings. Marie Huxtable has described this process in the following paper in Research Intelligence, a publication of the British Educational Research Association:
Huxtable, M. (2009) How do we contribute to an educational knowledge base? A response to Whitehead and a challenge to BERJ. Research Intelligence, 107, 25-26. Retrieved 09 October 2011 from http://www.actionresearch.net/writings/huxtable/mh2009beraRI107.pdf
Here are two pages of text on 'Loving Wisdom' with two pages of video-clips to see if I can communicate my embodied expressions of 'Loving Wisdom' http://www.actionresearch.net/writings/jack/jwlovingwisdom190911opt.pdf
Is this a valid explanation of my use of inclusional, dialectical and propositional logics in my living theory of my educational influence in my learning, in the learning of others and in the learning of social formations? Do my values carry the hope of Ubuntu for the future of humanity? DRAFT 13 February 2004
This Symposium Proposal has been accepted for the programme of the American
Educational Research Association Annual Conference 12-16 April 2004, in
San Diego, with contributions from: Catriona McDonagh, Bernie Sullivan
and Jean McNiff from the University of Limerick; from Joan Whitehead and
Bernie Fitzgerald from the University of the West of England; from Cheryl
Black and Jackie Delong f rom the Grand Erie District School Board; from
Jack Whitehead of the University of Bath and from Maggie Farren of Dublin
Click here to access Whitehead, J. (2003)
How do my values continue to energise my life-long learning and influence in the education
of myself, others and social formations? - DRAFT 16 December, 2003. The video-clips can be played with Quicktime 6.4
and do need a broadband or fost ethernet connection. The largest video-clip is 78.7 Megabytes.
Click here to download: Whitehead, J. (2000)
Ways of knowing our educative influences on our students' learning. How
valid are multi-media presentations and our associated explanations? Presented
to AERA April 2000
Click here to download: Whitehead, J. (2000) Legitimising living standards of practice and judgement: How do I know that I have influenced you for good? A paper presented at the Third International Conference of the Self-Study of Teacher Education Practices Special Interest Group of the American Educational Research Association, 24-27 July, 2000, Herstmonceaux Castle, Surrey, U.K.
Click here to download: The 'Look' of the teacher: Using DV to improve the professional practice of teaching. Sarah Fletcher & Jack Whitehead, Department of Education, University of Bath. A paper presented to the British Educational Research Association Annual Conference, 7-9 September, 2000. University of Cardiff