Review of Mark Potts’s doctoral dissertation “How can I reconceptualise international educational partnerships as a form of 'living citizenship'?”

Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 (2014) Review of Mark Potts’s doctoral dissertation “How can I reconceptualise international educational partnerships as a form of 'living citizenship'?”. Educational Journal of Living Theories, 7 (1). pp. 83-85.

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Abstract

In the abstract to his thesis Mark Potts explains how his idea of living global citizenship emerged over a ten-year period from the partnership activities between Salisbury High School and Nqabakazulu School in the black township of Kwamashu in Durban, South Africa. Within the living boundaries of this partnership Mark demonstrates how he clarified and communicated the values of social justice, equal opportunities and the African notion of Ubuntu, or humanity within his understanding of living global citizenship. One of the most constructive criticisms of living-educational-theories was written by the late Susan Noffke in 1997. I think that it is worth quoting in full below because it explains my own commitment to include, within a living-educational-theory, an engagement with issues of power and privilege in society. It also explains my selection of Mark Pott’s doctoral thesis for featuring in this issue of EJOLTs because of the clarification and communication of the values he uses to distinguish living global citizenship in a way that engages with issues of power and privilege in society:
The idea of practitioners questioning the basis of their work is an essential element to action research efforts across a wide variety of contexts (e.g., Carr & Kemmis, 1988; Elliott, 1991; Whitehead, 1993; Zeichner, 1993). Some (e.g., Dadds 1995) highlight subjectivity and practitioner reflection and are rich explorations of the layers of self in action research. Others, while also including the subjective, lived experiences of practitioners, centre on the personal and professional growth of the individual teacher as a "means for the principled modification of professional practice" (Wells, 1994, p. 25).

Item Type:	Article
Journal / Publication Title:	Educational Journal of Living Theories
Publisher:	EJOLTS
ISSN:	2009-1788
Departments:	Academic Departments > Business, Law, Policing & Social Sciences (BLPSS)
Additional Information:	Jack Whitehead is Honorary Professor in Education at University of Cumbria.
Depositing User:	Anna Lupton
Date Deposited:	22 Mar 2017 11:23
Last Modified:	12 Jan 2024 12:45
URI:	https://insight.cumbria.ac.uk/id/eprint/2744

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