Researching inherent paradoxes experienced in practice to enhance individuals and communities learning to flourish as they accept their global responsibilities to help others do so too

Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 and Huxtable, Marie ORCID: https://orcid.org/0000-0003-1808-0670 (2024) Researching inherent paradoxes experienced in practice to enhance individuals and communities learning to flourish as they accept their global responsibilities to help others do so too. In: CARN 2024 Online Conference: Talking Locally, Connecting Globally, 29 April - 1 May 2024, Online. (Unpublished)

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Abstract

The paper provides an overview of Living Educational Theory Research as an epistemology for values-driven practitioner-researchers researching questions such as, “how can I improve my educational influence in the learning of local and global social formations, and those who comprise them, to make a difference that matters?”. Accounts of living-educational-theories will be drawn on to exemplify valid, evidence-based and values-laden explanations for educational influences in learning, which contribute to the global growth of educational knowledge. Illustrative examples of action-reflection cycles used in the process of improving professional and educational practice will be given. Education is taken to mean a life-long values-laden practical activity of learning to flourish and helping others to do so too. Values of human flourishing are embodied in what practitioner-researchers, such as Educational Action Researchers, strive to accomplish through their professional practice and research. Examples will be given for how values are used as explanatory principles in the explanations of educational influences in learning. Dialogic processes of validation using the mutual rational controls of critical conversations will be described. These processes include critical reflection and analysis of the research in practitioner research communities to strengthen the research, improve practice and clarify and address methodological and epistemological issues that emerge.

Item Type:	Conference or Workshop Item (Paper)
Departments:	Institute of Education > Non-Initial Teacher Education
Depositing User:	Anna Lupton
Date Deposited:	22 May 2024 13:03
Last Modified:	22 May 2024 13:15
URI:	https://insight.cumbria.ac.uk/id/eprint/7700

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