Connecting with creativity to (re)articulate ‘professional values’ - Jenni Carr, Jennie Osborn...
23
Jenni Carr, Jennie Osborn and Natasha Taylor Teaching forward: the future of the Social Sciences 21 – 22 May 2014 Connecting with creativity to (re)articulate ‘professional values’
-
Upload
hea-social-sciences -
Category
Education
-
view
639 -
download
1
description
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences. For further details of the conference: http://bit.ly/1cRDx0p Bookings open until 19 May 2014 http://bit.ly/1hzCMLR or [email protected] ABSTRACT The UK professional standards framework (UKPSF) is “a national framework for comprehensively recognising and benchmarking teaching and learning support roles within higher education”. The HEA aligns its Fellowship categories with the framework descriptors, which are “a set of statements outlining the key characteristics of someone performing four broad categories of typical learning and teaching support role within higher education”. A core aspect of achieving professional recognition via HEA Fellowship is the ‘Account of professional practice’ (APP). Applicants must provide a narrative account that outlines their experiences in relation to a series of ‘areas of activity’, illustrating their account with examples of how these activities demonstrate their competence in relation to ‘core knowledge’ and commitment to ‘professional values’. Part of our role as Academic Development Officers with the HEA is to facilitate workshops that provide opportunities for those preparing to apply for HEA Fellowship to reflect on and develop their practice. With the aim of highlighting the role that creative activities can play in providing the space for critical reflection, we have organised a series of inter-disciplinary workshops that engaged participants in activities such as creating images to represent their academic habitus, forum theatre; creating ‘rich pictures’; and, using poetry for critical reflection. Each of us has been drawing on a different analytical model – critical discourse analysis, appreciative inquiry and narrative analysis – to analyse video recordings of workshops, artefacts created by participants and post-event interviews. The aim of this analysis has been to explore how practitioners are not simply ‘subjected to’ the discourse of professionalism, but have the potential to shape the discourse through the articulation of their practice. In this workshop colleagues will be asked to engage with creative workshop activities that focus on the UKPSF dimension of ‘professional values’ and feedback their views on the usefulness of our approaches to data analysis.
Transcript of Connecting with creativity to (re)articulate ‘professional values’ - Jenni Carr, Jennie Osborn...
Jenni Carr, Jennie Osborn and Natasha TaylorTeaching forward: the future of the Social Sciences 21 – 22 May 2014
Connecting with creativity to (re)articulate ‘professional values’
2
UK Professional Standards Framework
Areas of activity
Core knowledg
e
Professional values
• Respect individual learners and diverse learning communities;
• Promote participation in higher education and equality of opportunities for learners;
• Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development;
• Acknowledge the wider context in which higher education operates recognising the implications for professional practice.
3
UKPSF: Professional Values
Narrative analysis
5
“our species thinks in metaphors and learns through stories” (Bateson, 1994, p.110)
“Metaphor has the power to change our reality: words affect concepts and “changes in our conceptual system do change what is real for us and affect how we perceive the world and act upon those perceptions” (Lakoff and Johnson, 1980, p.146).
6
Metaphors
“We always live with multiple subjectivities, but we generally conceal the multiplicity behind a few predictable and typical guises. Poetry invites us to explore the plural identities of human be(com)ings constituted in the play of language.” (Leggo, 2004, p. 12)
“teachers, both beginning and experienced, should learn to know themselves as poets in order to foster living creatively in the pedagogic contexts of classrooms and the larger pedagogic contexts outside classrooms.”(Leggo 2005)
7
From narrative to poetry . . .
Jenni Carr, Higher Education Academy
Discourse, Power, Resistance 2014 8 – 10 April 2014
Interpretative repertoires, ideological dilemmas and subject positions
• What is forum theatre?
9
Forum theatre
“ a lexicon or register of terms and metaphors drawn upon to characterise and evaluate actions and events”
(Potter and Wetherell, 1987)
• Language itself is a form of practice. We do things when we talk.
• Placing an emphasis on agency within the flexible deployment of language.
10
Interpretative repertoires
“lived ideologies…composed of the beliefs, values and practices of a given society…they are not at all coherent or integrated…[but] characterised by inconsistency, fragmentation and contradiction”
(Edley, 2001)
• Overlap with interpretative repertoires, but here the focus is on what we do when we negotiate conflicting repertoires.
• A negotiation that reflects relations of power.
11
Ideological dilemmas
“All discourses, then, construct subject positions from which they alone make sense.”
(Hall, 1997)
12
Subject positions
Edley, N (2001) ‘Interpretative repertoires, ideological dilemmas and subject positions’ in Wetherell, M. Taylor, S. and Yates, S. (eds.) Discourse as Data, London, Sage
Hall, S (1997) ‘The work of representation’ in Hall, S (ed.) Representation: Cultural Representations and Signifying Practices, London, Sage
Potter, J. and Wetherell, M. (1987) Discourse and Social Psychology: Beyond Attitudes and Behaviour, London, Sage
13
References
• Reviewing clip from forum theatre
• Rich pictures and metaphor of ‘the parade’
• Using poetry for critical reflection
21
Choice of activities
Question:
Are our analytical approaches useful in terms of evidencing that these activities provide opportunities for people to reflect on their professional values?
22
Analytical approaches
23
Where is the subject?
