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2.3.3: Technology as a liberatorI want to argue here that technology has become a force for educational liberation. My startingpoint is Gutierrez's (1971) notion of 'organic intellectuals' (see 3.1.4 for a more detailedexplanation of this term) which derives from his reading of Gramsci (1971). For me, there was ahappy conflation of marxist ideology (where I was politically as a student) with Christianactivism (where I was theologically and spiritually) wrought by the Theology of Liberation(Gutierrez, 1971). Much of my early professional identity as a teacher was constructed around'freeing young people from the captivity of ignorance', 'inculcating values of justice and freedomin the hearts and minds of young people', 'extending the invitation to participate in charity andactivism'. I wanted the pupils I taught to think for themselves, make their own judgements,develop values and, break through the glass ceilings of privilege, power and prestige in ethical,informed and intelligent ways. It was an identity forged in idealism. There remains for me asymbiotic relationship between education and liberation.There is an increasing body of literature that documents the involvement in and influence oftechnologies on contemporary social and political movements, all of which themselves springfrom sets of ideals."... many new social media tools have inbuilt features which make them easy toappropriate for political ends. The group and personal profile pages of social network sitessuch as Facebook offer a new space where people can share dissenting views andexchange information when planning demonstrations; a modern reworking of thetraditional ‘public sphere’. Blogs, such as tortureinegypt.net, have proved effective indocumenting injustice and brutalisation over long periods of time, and have provided alens through which to focus and direct public anger. Other tools, such as Twitter, enablethe very fast dissemination of news." (Nash, 2011 p. 2)Though not an illustrative moment as such and therefore outside the remit of this thesis buttangentially convenient, the following anecdote rehearses another moment where liberation andfreedom were wrought at the intersection of self and technology - not, in this case, myself.112Simon Hughes Ph.D. Thesis (October 2012)
It was at a conference in Oxford that I heard the head of a Rape Crisis Centre talking powerfullyabout how the mobile phone given to her had saved her life. As her violent partner attacked andbeat her senseless she was able to speed dial the panic line at her local police station. As a resulthe was apprehended at the scene, charged, tried and convicted. Simultaneously, the emergencyservices got aid to her and she survived to tell the tale. For me this was a profound learningmoment and prompted me to reflect further on the potential contribution of technology tomoments of liberation and education.Less stark but more directly relevant to the present project is the story told by Usman (2001) ofthe nomadic women of Nigeria using radios to access broadcast education programmes whichenabled them to learn and develop out of the circumstances of relatively dire poverty:"Most radio education programs emphasize certain aspects of nomadic work roles such asprevention of certain animal diseases. To educate the nomads, the broadcasts weredesigned not only to be heard, but also to stimulate reflection and reaction in the Fulbe [theparticular group in question]. Thus their general awareness of events around them wouldbe wakened, and they would be able to participate fully in their education because thebroadcasts would bring knowledge of areas that affected their daily life" (Usman, 2001 p.95)Legend has it that the modem was invented by the African National Congress as a means ofencoding Mandela's speeches that he wrote in Robben Island, the prison that he famously re-castas a university. It was also used as his means of staying in touch with the outside world."Using a laptop computer and modem, Maharaj was able to open new and direct lines ofcommunication between South Africa and the ANC in exile. Maharaj obtained the fullMandela memorandum and showed it to UDF leaders in Johannesburg and to Mbeki inPort Elizabeth. 'When they saw the full text of the letter they realised they had misreadMandela's intentions. Within days we were able to sort the matter out. I sent a message toMandela explaining how the trouble had arisen. He promptly sent invitations to GovanMbeki and the others involved to come and see him'" (Seekings, 2000 p. 243).113Simon Hughes Ph.D. Thesis (October 2012)
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University of WolverhamptonTowardsa
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ContentsAbstract...................
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Chapter :5 Conclusions.............
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Figure 27: Ns in equal proportion .
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Glossary of AbbreviationsCommonly o
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career path. Such moments have been
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to teacher's professional learning,
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made 2 frontiers, traditional, ideo
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professional learning was shaped by
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“It [education] would seem to tak
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postdisciplinarity have not necessa
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ut with its roots as far back as Da
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“Who doesn’t spend time trying
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Chapter 2: Underpinning literatureT
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Rationale for selecting Epistemolog
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It is not the purpose of this study
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acquired inductively will argue tha
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lecture hall with an expert operato
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occurring in these moments is a shi
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2. Knowledge accumulated by profess
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(Goodson and Mangan, 1991) whether
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2.2.1 Historico-philosophical appro
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potentiality to change the circumst
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2.2.2 Buddhist approaches to the
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2.2.3 Scientific approaches to the
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eactions, or paying homage to share
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Green goes on to state that the rem
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2.2.4 Spiritual approaches to the
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oth soul and body in hell”) or to
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2.2.5 Post-modern approaches to the
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Page 69 and 70: This model and theoretical perspect
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Page 73 and 74: 2.2x: Relevant Insights derived fro
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Page 83 and 84: y other adults including their pare
Page 85 and 86: 2.3.0 Reframing the literature revi
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Page 89 and 90: 2.3 Relevant Literature about (Info
Page 91 and 92: stables, the people who curried hor
Page 93 and 94: Examining texts written around the
Page 95 and 96: technologies, placed them. Most wou
Page 97 and 98: Lynch makes these observations in a
Page 99 and 100: Kirkpatrick (2010) verifies this hi
Page 101 and 102: Figure 8: Facebook image 2Noteworth
Page 103 and 104: Robinson's statement above is a nea
Page 105 and 106: there are an increasing number of l
Page 107 and 108: 2.3.2: Accounts of the impact on pe
Page 109 and 110: This resonates with my experience o
Page 111: technologists who argue that the pu
Page 115 and 116: From the abstract to the directly r
Page 117 and 118: In essence it appears as if Halpin
Page 119 and 120: 2.4: Liberation technology and prof
Page 121 and 122: 2.5 Approaches to Professional Lear
Page 123 and 124: correlation between the promulgatio
Page 125 and 126: The key point to be made here is th
Page 127 and 128: own knowledge'. Frequently now I wo
Page 129 and 130: 2.6: Auto/pedagogyAn Emerging Frame
Page 131 and 132: more established method to explore
Page 133 and 134: Reflexivity and dialogicsIn keeping
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Page 137 and 138: themes of the study and how it rela
Page 139 and 140: From these words I take validation
Page 141 and 142: experiencing, this might have been
Page 143 and 144: In one sense, I have taken this thi
Page 145 and 146: The intention is to take an approac
Page 147 and 148: auto/biography. The term auto/biogr
Page 149 and 150: would be necessarily noematic, but
Page 151 and 152: As an RE specialist the use of stor
Page 153 and 154: 3.1.4: Auto/biographyAutobiography
Page 155 and 156: context/situation and action. These
Page 157 and 158: The diagram in figure 15 has been d
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Page 161 and 162: integrate expertise to satisfy a no
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advocated by Whitehead and McNiff (
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Critically, the diagram points to t
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A further reason why I settled on t
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3.1.7: Why ‘Illustrative Moments
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3.1.8: How will this auto/biographi
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1986) has made a substantial fortun
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My first pass of each IM against th
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3.2: The relationship of my epistem
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is represented here as the outcome
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In this metaphorical presentation t
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3.3 A narrative account of the meth
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eaders/audience to draw for themsel
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The table above was constructed at
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Chapter 4: An auto/biographic analy
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vertical approach enunciated in cha
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4.1.1 Reflection on IM1Looking back
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Evidencing this is impossible since
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necessary and the resilience I have
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It is a fact that I benefited from
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than the cyclo-styled sheets we gav
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platform as the basis for creating
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4.1.3 Reflection on IM3Professional
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• Chinese education• Chinese te
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ImpactThe impact on me of this trip
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4.1.4 Reflection on IM4Re-reading t
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those articles that I reviewed, wro
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As part of our initial contract wit
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ContextAlluded to in 4.1.3 were the
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Figure 23: Fullan's 3 I's of Educat
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There are also 'bugs' in the domain
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from the concept of i n PD. That wa
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4.2: Stage 2: Analytical reviews of
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AnalysisOn completing the re-readin
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4.3.1: Analytical Reflection on IMs
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needed personal access to a compute
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there was a clear dialogic going on
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Looking back this was never more tr
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I did because my present employers
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4.3.2: Analytical Reflection on IMs
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installing software, connecting per
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Theoretically, the most helpful met
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locations and the pupil community b
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In 2005, I contributed a paper to t
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they participate: family, friends,
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Social networking utilities such as
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dynamism of networks and the inter-
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describe as auto/pedagogy, ‘new-n
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4.4: Stage 4 - Analysis by case stu
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gaining access to intellectual capi
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Of greater relevance for the thesis
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NetworkHad I only joined in with th
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4.5 Summative reflections to chapte
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It seems to me, that in my case, pr
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that they turned up in keyword sear
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5. A mixed-economy of pedagogical a
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eing the rigid structure that I dre
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take from my theorising about the p
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Alternatively, someone buying into
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professional learning episode and t
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The 'Zone' of Auto/PedagogyAt vario
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Where I differ in my approach from
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professional development context fa
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above. The problematic term here is
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that progress in personal, professi
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it would be linguistically tautolog
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have created, to scaffold my own se
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My point is that technology cannot,
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fill the gaps in their knowledge, s
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3) A new term, 'auto/pedagogy', whi
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Bly R. (1992) Iron John: A Book abo
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Foucault M. (1982) The Subject and
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Hughes S. (2003) N-Leaning Canterbu
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First accessed 26th September 2007M
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Plato (Trans Jowett B.) (2004) The
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Somekh B. (2007) Pedagogy and Learn
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Appendices313Simon Hughes Ph.D. The
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315Simon Hughes Ph.D. Thesis (Octob
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Appendix 2 - IM1 - 1989 (A@t 1 )Con
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‘cyclostyled’ resources. In a s
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“miracles” on screen, trying to
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My enthusiastic adoption of the tec
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Appendix 3 - IM2 - 1996-1998In Janu
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I now had access to the greatest li
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having a computer on my desk with a
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School when we had been given a New
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Centuries with so-called ‘Silicon
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cost-effective. The point here very
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Frustrated by the tardiness of the
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the value of participating in the p
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the now ubiquitous handheld, mobile
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and that the adoption of the signif
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Appendix 7 - A codification of N-ne
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