International Mentorship in Creating Living Theory Cultures
This paper discusses the important role of an international mentor in fostering a culture of inquiry and social activism through the creation of living educational theories. It highlights the value of dialogue, values, and action-reflection cycles in supporting global citizen-scholars. By utilizing visual data and digital methods, practitioners can deepen their understanding of educational influences, improve practices, and contribute to human flourishing.
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Presentation Transcript
ACCEPTING EDUCATIONAL RESPONSIBILITY AS AN INTERNATIONAL MENTOR CREATING LIVING THEORY CULTURES OF INQUIRY JACQUELINE (JACKIE) DELONG
With the question, How can I improve my practice? as intention to improve the social order and contribute to human flourishing, the paper contributes to AERA s theme of Accepting Educational Responsibility . In the process of voluntary mentoring of doctoral and post-doctoral individuals around the globe through the creation of living theory cultures of inquiry, I explain my commitment to mentoring global citizen-scholars who engage in social activism in their communities of practice. Using values as explanatory principles in the Living Theory methodology, practitioner-researchers from different countries and sites of practice are supported to create their own-living-educational theories and demonstrate greater care about what happens in society . ABSTRACT Dialogue as method using visual digital data provides evidence of my claims to know.
CULTURE OF INQUIRY A safe, supportive space where individuals are enabled to make explicit their values and hold themselves accountable for living according to those values. They learn to recognize when they are not living according to their espoused values and are living contradictions (Whitehead,1989). Action-reflection cycles based on asking self-study questions like How can I improve my practice? Experience values such as loving kindness and loved into learning and recognition of their embodied knowledge. Includes spontaneous and sustained, micro and macro forms and living in satva (goodness).
generated by an educational practitioner to explain their educational influences in learning as they research questions of the kind, How do I improve what I am doing? . includes evaluations of past efforts to improve their educational practice and an intention to improve practice LIVING EDUCATIONAL THEORY WHITEHEAD, 1989 contributes to a world in which humanity can flourish and is expressed in the values-based living standards of judgment of the Living Educational Theory researcher. includes their explanations of their educational influence in their own learning, the learning of others and the learning of the social formations which are the context of their practice.
dialogue as research method and visual data are essential to deepening and conveying thinking (Delong, 2020). the dialogic processes inherent in email and Zoom, Teams and Skype video recordings enable clarity in thinking in ways that text alone cannot. DIALOGUE AS RESEARCH METHOD DIGITAL VISUAL DATA through analyzing the loving educational conversations recordings stored on YouTube, we see and hear the nature of the relationship, whether we are living our espoused values and what might be involved in improving ourselves, our relationships, our world. involves checking for meaning, risks and possibly colonization involved. Intercultural translation and an ecology of knowledges is de Sousa Santos (2014) alternative to Western-centric general theories, incommensurability between cultures and calls for a rich intermingling of diverse and complementary (and sometimes conflicting) understandings
PARBATI AND JACKIE ON CULTURE OF INQUIRY https://youtu.be/bSu3A80agSw
Presenting Presenting at ARNA June 17, 2021 Presenting NEXT STEPS Presenting at SY.N.TH.E.SI. The Heuristic Teachers Society (Greece) September 11, 2021: Education in 2030 and the role of the Teacher as a Professional Publishing Publishing a book with Jack Whitehead You and Your Living Educational Theory Mentoring Mentoring practitioner researchers to create their own living-educational-theories
CONNECTING AFTERWARDS jddelong@gmail.com
