Action research transcends constraints of poverty in elementary ...

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definitions from other paper??? or of human flourishing? ASIDE: had adiscussion with Diccon about whether everyone’s values are inaccordance with the greater good.It uses digital technology to ‘bridge divides of economic capital throughdigitally‐mediated education that connects rural and urban students(and/or teachers) to rich educational resources outside the classroomwalls’. (Tierney & Renn, 2012, p.2) A method of ‘empathetic resonance’using digital technology clarifies the meanings of the expression ofembodied values and energy that contribute to the explanatory principlesof educational influences in learning how to reduce poverty and createattitudinal, behavioural, and social transformational learningopportunities that bridge the divide in a way that challenges the statusquo of education.The presentation responds to the purpose of the theme of AERA 2013to signal that ‘we must engage and examine the complexities of poverty,as well as challenge oversimplifications in how we study and addresspoverty and its consequences.’ (Tierney & Renn, 2012, p.2). The work ofthese multi-age educational action researchers draws insights from thetheories of education researchers and provides evidence of the use ofresearch to advance knowledge about education, of scholarly inquiry andof serving the public good (Ball and Tyson, 2011).The paper draws on the action research of students and teachers as theydevelop their ontological awareness of their living theories thus creating aspace for a new epistemology to emerge and reduce the impoverishedstate of all stakeholders by recognizing and validating their alternativeways of being in this world and contributing to the academy and thegreater good.In this AERA 2013 paper, we will focus on the issue of the validity of themeanings of the energy-flowing values that as educators we use toexplain our educational influences in our own learning and in the learningof others. In this paper we acknowledge the importance of Dadds andHart’s (2001) idea of methodological inventiveness in which we aremaking methodological choices about ways of achieving our purposes (p.169).2. PERSPECTIVESThe main perspective in this presentation is provided by Tierney andRenn (2012) in their call for submissions for AERA 2013 addressing
issues of intellectual and moral poverty. They ask members of AERA for:...theoretical analyses as well as research-based arguments abouteducation and poverty. We desire studies about how educationalpolicies and practices might reduce poverty, as well assubmissions that investigate why educational policies andpractices often fail to address poverty. We seek papers thatintroduce new methods for analyzing education and poverty. Ourown assumption is that as educators we have an obligation towork with one another in a manner that enables not merelyanalysis, but also transformative change.One of the weaknesses in enhancing the spread of the educationalinfluences of 'living-educational-theories' in transcending constraints ofpoverty could be related to the importance of integrating understandingsof Delong’s idea of creating, sustaining and evolving 'cultures of inquiry'.While there are many evidence-based explanations from individualsworking in particular sites (see -http://www.actionresearch.net/writings/mastermod.shtml ) that they haveinfluenced their own learning and the learning of others, there are farfewer explanations that focus on the learning of social formations,especially in relation to overcoming the constraints of poverty. We areproviding evidence to show that explanations of influence in the learningof social formations are needed to spread educational influences fromparticular individuals working in particular sites to global influences thatcan move between cultures and social formations. We are showing howthis could be done by integrating into our understandings and practicesthe idea of a 'culture of inquiry'. We see ourselves as ‘global citizens' inthe sense of living as fully as we can the values we believe carry hope forthe future of humanity.We want to be clear in the meanings of the words that we are using. Toclarify, then, by ‘social formations’ we mean our classrooms, our schools,our school systems, our communities, our societies and the Academy. Asexamples, for all of us, our classrooms and schools are social formations;for Jackie, her social formations have included local school systems,communities and some global communities, such as Brazil and Japan; forJack, his social formations have included local and many globalcommunities, such as in Croatia, Norway, Japan, Canada, The Republicof Ireland, and Africa; for Liz, her social formations include herclassroom and school as well as her classrooms of fellow PhDresearchers; for Cathy, her social formations include her classroom andschool as well as the teachers a math project she is facilitating. For all of
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Whitehead, J. (2008) Using a living
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This aim covers moral education in
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