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3.1: The evolution of the proposed methodologyThe interdisciplinarity or multi-disciplinarity (see Bridges, 2006) of this study has been helpfulin providing a broad basis in relevant literature as was seen in chapter 2. It has also been asource of enduring debate since the work does not fit neatly into a specific discourse (see e.g.Foucault, 2007), research tradition (see e.g. Swann and Pratt, 2003) or paradigm (see e.g. Guba,1990). As was seen in section 2.3, complexity theory seems to indicate that in the 21st Centurythis is inevitable since ideas, concepts, theories and methodologies overlap and interlock in arange of academic endeavours. Support for this notion is evident in the following quotation:"In retrospect we know that the road that led from nineteenth century transportation wasquite different. The invention of the automobile and the airplane did not come from adetailed study of how their predecessors such as horse drawn carriages worked or did not.Yet, this is the model for contemporary educational research. The standard paradigms foreducation research take the existing classroom or extra-curricular culture as the primaryobject of study. There are many studies concerning the poor notions of Math or Sciencestudents acquire from today's schooling. There is even a very prevalent "humanistic"argument that "good" pedagogy should take these poor ways of thinking as its startingpoint. It is easy to sympathise with a humane intent. Nevertheless I think that the strategyimplies a commitment to preserving traditional systems." (Papert, 1993 p. 44)When I make the connection from this quotation back to Waldrop's description of 'bursts ofevolutionary creativity and massive extinction events' (Waldrop, 1993 p. 119), I find myself inagreement with Papert that education research needs to find creative ways of discoveringemerging meaning and truth. This I believe to be particularly true when it comes totechnologised learning since it will not necessarily help our understanding of the potentialaffordances of ICT to examine the pedagogical implications of, say, chalk. Further support forthis new way of understanding study, research and theory can be seen here:"One of the most essential features of the new history is probably this displacement of thediscontinuous: its transference from the obstacle to the work itself; its integration into thediscourse of the historian, where it no longer plays the role of an external condition thatmust be reduced, but that of a working concept; and therefore the inversion of signs bywhich it is no longer the negative of the historical reading (its underside, its failure, thelimit of its power), but the positive element that determines its object and validates itsanalysis" (Foucault, 2007 p.10)138Simon Hughes Ph.D. Thesis (October 2012)
From these words I take validation for my approach since I see that it is in the very antithesis ofplanning, quantification and verifiability that meaning is derived from my reflections on thoseexperiences which have catalysed my own professional learning. Twenty years ago, I did not setout to develop a longitudinal study of the effect of ICT on myself. I didn't document it, create anoeuvre, set down a text (after Foucault, 2007 pp 5-8) or move to a laboratory, but then, I didn'trealise until later that I was involved in a thought experiment. This, then, is a necessarilyretrospective research project where I am the 'work itself', edging towards a 'working concept'(Foucault, 2007 ibid).Foucault's critique of contemporary epistemology is redolent of Papert's (see above) morepragmatic approach since he is quite clear that simply building on past knowledge, assimilatedby conventional means will no longer suffice, since there are many discourses, many histories,many structures and many solutions, all of which may contribute meaning. He cites Bachelardas a key source here:"There are the epistemological acts and thresholds described by Bachelard: They suspendthe continuous accumulation of knowledge, interrupt its slow development, and force it toenter a new time, cut it off from its empirical origin and its original motivations, cleanse itof its imaginary complicities; they direct historical analysis away from the search for silentbeginnings, and the never-ending tracing-back to the original precursors, towards thesearch for a new type of rationality and its various effects." (Foucault, 2007 p. 4)I find this particularly interesting on reaching this point in my studies for two reasons: First, Idid not learn how to use technology in ways consistent with my prior learning, so I had nounderstanding of the 'empirical origins' of, say, computer science and had not been involved inthe 'continuous accumulation of knowledge'. Rather, I found myself in 1989 on the other side ofa threshold that I wasn't even aware I had crossed. I joined in a discourse that was alreadyunderway. By way of comparison, I have since experienced several occasions when the learning139Simon 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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ehaviours that bring personal fulfi
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of the self. The notion of developm
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teacher selves in the phenomena of
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existence of an ‘alter ego’ for
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This model and theoretical perspect
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A contextualised approach to the ph
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2.2x: Relevant Insights derived fro
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may enable me to limit the number o
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It is important to read this diagra
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Freire (1972) would argue for the m
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Polsani's accidental intervention i
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y other adults including their pare
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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 and 112: technologists who argue that the pu
Page 113 and 114: It was at a conference in Oxford th
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
Page 135 and 136: ‘tomorrow’ might be designed fo
Page 137: themes of the study and how it rela
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
Page 159 and 160: exploitation prevalent in South Ame
Page 161 and 162: integrate expertise to satisfy a no
Page 163 and 164: advocated by Whitehead and McNiff (
Page 165 and 166: Critically, the diagram points to t
Page 167 and 168: A further reason why I settled on t
Page 169 and 170: 3.1.7: Why ‘Illustrative Moments
Page 171 and 172: 3.1.8: How will this auto/biographi
Page 173 and 174: 1986) has made a substantial fortun
Page 175 and 176: My first pass of each IM against th
Page 177 and 178: 3.2: The relationship of my epistem
Page 179 and 180: is represented here as the outcome
Page 181 and 182: In this metaphorical presentation t
Page 183 and 184: 3.3 A narrative account of the meth
Page 185 and 186: eaders/audience to draw for themsel
Page 187 and 188: 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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