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given that I am not Hindu, do not live in Coventry or Warwick and am not still at school. But, Ido have a life history and a whole host of experiences both positive and negative that, whenshared, might be interesting to others and my own interpretations of those experiences mayenable me to become a more effective practitioner and ultimately a reflexive professional.Intuitively, perhaps even viscerally, I do not think that this ‘philosophical investigation’ willresult in the outpouring of specious nonsense. This will be warranted as a statement if learninggains are derived from the process. I will acknowledge however, the challenge of producing anobjective piece of work in the context of a thesis predicated on auto/biographic methods (seechapter 4).72Simon Hughes Ph.D. Thesis (October 2012)
2.2x: Relevant Insights derived from the first stage of the literature reviewIn order to set the scene for my review of the literature surrounding technology, it is appropriateto set out some of the insights derived from the literature review so far. The reasons for doingthis are to articulate the sources of literary support for my hypothesis and to show how myreading contributed to the development of the theoretical framework which underpins the study.Section 2.3 has been written to show where each factor of that framework is found in therelevant literature. It was necessary to start to arrange things in this way so as to limit thevolume of material that might have been included. It is intended that the four factors of theframework are seen in section 2.3 and so the shorthand descriptor (N x ) is inserted where relevantto point this up.The principal finding of the literature survey so far is this: In the 21st Century, it is widely heldthat new knowledge is the outcome of the inter-relationship between pre-existing knowledge thata self holds as a result of learning experiences in formal and informal contexts and its encounterwith sensory phenomena. Selves recognise phenomena in a wide variety of forms and categoriseexperience accordingly. Thus I identify the phenomenon of 'dub step' as a form of music despiteits difference from a Bach Chorale, that which might be by some identified as the perfection ofmusical experience. I categorise Irish Wolfhound and Chihuahua in the same genus as 'dog'despite the very obvious differences and I categorise as 'food' both the experimental hautecuisine of Heston Blumenthal and Tesco Value beans. The point is that all phenomena areassessed by the 'knower' in the way s/he has grown accustomed to so doing. Support for thisnotion comes from Whitehead and McNiff's reportage of the insights of Malcolm Gladwell:"... in Blink (2005), Galdwell sets out the idea that seemingly snap decisions are groundedin complex developmental processes of knowing from experience." (Whitehead andMcNiff, 2006 p.34)73Simon 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
Page 21 and 22: postdisciplinarity have not necessa
Page 23 and 24: ut with its roots as far back as Da
Page 25 and 26: “Who doesn’t spend time trying
Page 27 and 28: Chapter 2: Underpinning literatureT
Page 29 and 30: Rationale for selecting Epistemolog
Page 31 and 32: It is not the purpose of this study
Page 33 and 34: acquired inductively will argue tha
Page 35 and 36: lecture hall with an expert operato
Page 37 and 38: occurring in these moments is a shi
Page 39 and 40: 2. Knowledge accumulated by profess
Page 41 and 42: (Goodson and Mangan, 1991) whether
Page 43 and 44: 2.2.1 Historico-philosophical appro
Page 45 and 46: potentiality to change the circumst
Page 47 and 48: 2.2.2 Buddhist approaches to the
Page 49 and 50: 2.2.3 Scientific approaches to the
Page 51 and 52: eactions, or paying homage to share
Page 53 and 54: Green goes on to state that the rem
Page 55 and 56: 2.2.4 Spiritual approaches to the
Page 57 and 58: oth soul and body in hell”) or to
Page 59 and 60: 2.2.5 Post-modern approaches to the
Page 61 and 62: ehaviours that bring personal fulfi
Page 63 and 64: of the self. The notion of developm
Page 65 and 66: teacher selves in the phenomena of
Page 67 and 68: existence of an ‘alter ego’ for
Page 69 and 70: This model and theoretical perspect
Page 71: A contextualised approach to the ph
Page 75 and 76: may enable me to limit the number o
Page 77 and 78: It is important to read this diagra
Page 79 and 80: Freire (1972) would argue for the m
Page 81 and 82: Polsani's accidental intervention i
Page 83 and 84: y other adults including their pare
Page 85 and 86: 2.3.0 Reframing the literature revi
Page 87 and 88: the sounds of Varese were 'mashed u
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
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correlation between the promulgatio
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The key point to be made here is th
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own knowledge'. Frequently now I wo
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2.6: Auto/pedagogyAn Emerging Frame
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more established method to explore
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Reflexivity and dialogicsIn keeping
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‘tomorrow’ might be designed fo
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themes of the study and how it rela
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From these words I take validation
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experiencing, this might have been
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In one sense, I have taken this thi
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The intention is to take an approac
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auto/biography. The term auto/biogr
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would be necessarily noematic, but
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As an RE specialist the use of stor
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3.1.4: Auto/biographyAutobiography
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context/situation and action. These
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The diagram in figure 15 has been d
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exploitation prevalent in South Ame
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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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