Campus session 3 (25th March)

The main theme of the session was 'Knowledge'. Paula led the session we started by discussing the different themes we've looked at in the other campus sessions these were;

• Searching
• Theorising
• Love

We looked at different points of view on knowledge e.g. constructivism, philosophy, Dewey. Looking at different points of view enables you to add knowledge on to what you already know.

We discussed about what is 'Knowledge'? Paula described 'Knowledge' is situated in individual contexts. We then went on to think about who has knowledge? Where can we find knowledge?

As an activity we drew a 'Body of Knowledge' and filled it in with what we considered as our knowledge.

This is my diagram:

Alan said;  "We construct our own knowledge" This led us on to discuss how having knowledge will help us with our inquiry process:

What do you want to know?

• Find knowledge
• Explaining and reporting
• Using knowledge to inform practice.

Your knowledge is constantly changing, knowledge and understanding is informed by your context.

Paula showed a quote from Mezirow (1991);

"Learning is to bring about change and transformation."

 

Paula explained how we use Knowledge within the BAPP course. We looked at tools such as social science inquiry tools e.g. framework within context. Paula explained the 'Knowledge' is trans-disciplinarily it has different areas. Paula showed two quotes;

 

"Knowledge is narrative and per formative, only true to the time being."

Lyotard (1984)

 

"Treated knowledge as discourse ideological discourse of the powerful"

Foucault (1972)

 

We talked about the arguments for knowledge, and helped us think about what kind of knowledge and understanding are you gaining? What else have you learned?

 

Below is the process we take when planning an inquiry:

 

1. Networking- Reflection

 

2. Planning- Rehearsal

 

3. Doing the Inquiry- Staging your work

 

Second part of the lecture we had a discussion with Alan about any aspects of the modules we were worried about. We discussed ethical issues of peoples inquiries and looked at how we plan our inquiry, an example of this is;

• Set Aim
• Title
• Explore/Objectives
• How you're going to analyse?/ what method?
• Ethics/ actions perceptions.

Alan has wrote a post about 'Ethics' if anyone wants some ideas on how ethics link to their research inquiry. 

 

 

 

 

 

 



Ethics Task 5b

 

Many of my assumptions regarding ethics within the workplace were similar to the codes of conduct/policy handbook my school follow for ethical frameworks. I also looked at the ‘Bera’ ethical guidelines for conducting a research inquiry within an educational setting.

                    

In my earlier post when I brain stormed various aspects of ethics within the workplace I concentrated on more the pupil’s welfare, however reading the schools handbook it is important to consider ethical practices of  staff members e.g. teachers, T.A.’s and Management team.

 

A strong emphasis within the school’s code of conduct/policies handbook were Employers, students and teachers within the workplace should be treated fairly, sensitively, dignity, ethic respect and freedom from prejudice. Teachers, T.A.’s and staff have a duty to safe-guard and promote the well-being of pupils in their care.

 

The school have a ‘Whistle blowing’ policy. This allows employers to report to appropriate manager any impropriety or breech of procedure e.g. neglect of duty/role. The school have an ‘Interest disclosure Act’ which allows staff to report a disclosure to the Head teacher to protect themselves.  

 

The school (workplace) have practice expectations they need to adhere to. They maintain this standard through regular safeguard training and knowledge awareness of procedure/policies. Every staff member has the same professional standards regardless of culture, disability, gender, language, racial origin, religious belief and sexual identity.

 

Looking at safeguarding practices staff members have a duty to keep young people safe and protect them from sexual, physical and emotional harm. Staff must be vigilant in treating children with respect and dignity and at all times consider the child’s best interests.  The key aspect of this is ‘confidentiality’. When working with children or using children within a research inquiry you must maintain informed consent and use anonymous treatment. You have got to consider Child protection issues, safeguarding issues and data protection. ‘Bera guidelines’ state that; “inquiry involving/concerning children, the interests of the child must be primary consideration.”

 

Looking at the workplace ethics there’s a big emphasis on different aspects of staff ethics these are;

·         Staff are responsible for own actions and behaviour.

·         Staff to avoid putting selves in vulnerable situations.

·         Staff to be aware of expectations, policies and procedures.

·         Clear about when information can be shared and in what circumstances it is appropriate to do so.

·         Be discreet and act in a confidential manner when handling pupil data.

·         ‘Need to know’ basis when sharing concerns/ confidential data, avoid potential breeches of confidentiality.

·         Teachers/staff are in a position of trust.

·         Staff must consider their behaviour outside the workplace, and avoid excessive alcohol/drugs use as this may have a big impact on their responsibility working with children. Within the workplace you are a role model and are expected to demonstrate positive behaviour this includes activity on social media sites and use of the internet and uploading appropriate photos.

·         Always maintain professional boundaries between adult and pupil.

·         On social networks set profile to private settings and approved contacts, never give personal details to pupils and except them as friends.

·         Don’t discuss work related matters or identify individual staff members, children/families on social websites.

 

I didn’t consider dress and appearance within my first blog, this is important because being a teacher you need to dress appropriately. Don’t wear revealing or sexually provocative clothing. You need to demonstrate a healthy/safe lifestyle and good hygiene, you have to remember if you demonstrate a healthy lifestyle pupils will follow.

 

Web 2.0 has many complications when used within an educational setting you have to maintain confidentiality and appropriate information. You have to ensure pupils are not exposed to any inappropriate images or web links. We can protect pupils by blocking social media sites and particular sites like You Tube to prevent inappropriate images/videos be exposed to pupils. When taking images of pupils for pupil progress you must use school approved equipment and store images on a safe database with restricted access.  

 

Working with children you have to consider physical contact and what’s considered acceptable. Physical contact must take place in an open environment and pupils must give permission for example; the use of physical contact may be used to demonstrate a correction or support the use of a certain piece of equipment e.g. scissors. Staff must adhere to the school’s code of conduct and policies when it is appropriate for physical contact for example you may need to control a pupil to prevent harm to another child e.g. behavioural management, staff who carry this out will be trained efficiently and follow procedures strictly to not put themselves at risk.  

 

In summary there are lots of ethical considerations within a school setting, you have staff and pupils welfare to consider. By following ethical frame works, code of conduct and school policies ethical standards will be maintained and adhered to strictly.  

 

 

Ethics Task 5a

To help me think about what ethics are within my work place I brain stormed some ideas.

Please see pic below;

 

The key aspects that stood out working with children and working within an educational setting are;

·         Data Protection; contact details, photos.

·         Confidentiality for staff and pupils.

·         Safeguarding policies for pupils and staff.

·         School policies on behaviour, health and safety etc.

·         Job Contract agreement/ responsibilities.

·         Fair treatment for pupils and staff.

·         Always act in a professional manner e.g. language/behaviour.

·         Be politically correct; discourage discrimination/racism towards staff and pupils.

·         Parent consent and support.

·         Internet; social media, e-mail, google search, networks.

 

 

Campus Session 2 Positionality

It was great to feel like a proper University student at this campus session, as Alan gave us a proper lecture about ‘Positionality’. I kept some notes on the lecture so if anyone wants to know what we discussed during the session please see my notes below:

What is Positionality?

Positionality is thinking about yourself on where you are and the content. To source something it has to come from somewhere. Alan described positionality as;

 

‘How we come to make sense of things depends on where we are coming from.’

(Alan Durrant)

 

You can observe other people’s positionality, by doing this you discover that people’s position depends on their opinion and perspective.

 

Different accounts of knowledge

Metaphysics

·         Believe that existence can be explained through ideas separate from our everyday experiences so beyond our physical experiences e.g. religion.

 

Rationalism

·         Believe that knowledge can be derived from rational and logical thought based on deductive argument.

 

Empiricism

·         Believe that knowledge derives from processing our sensory experiences e.g. scientific method. Empiricism makes sense of the world through observations of the world and experiences.

 

Pragmatism

·         Believe that we can understand the features of the world by what things do, rather than an imposed meaning. E.g. what’s a cup? Think if you were an alien or explaining it to someone not from Earth. Knowledge is built on scientific method.

 

Embodied Knowledge

·         We understand the world in all the ways we experience it.

 

Why are the theories of philosophers important to us?

We can use the theories of philosophers in today’s society by adopting a position in what matters to you e.g. scientific point of view looking at sensory experiences of a situation e.g. teaching a dance class.

 

Alan emphasised about looking at your ‘practice’ and step out of your normal position to assess and get an idea and different perspective.

 

Didacticism – Constructivism

·         Can knowledge be ‘transmitted’? or is it ‘constructed’?

 

Knowledge Landscape

·         Theology (super natural)

·         Humanities (analytical, critical, speculative)

·         Natural Sciences (demonstrate qualities)



•    Social Sciences ( demonstrate qualities)

The Experiencing self and the remembering self

·         All of our experiences pass away forever only the memories that we make remain. Alan suggested looking at Daniel Kahneman’s research based on Experience V Memory.

·         We make our own sense of the world.

 

To finish off the lecture Alan explained ‘How does these theories relate to BAPP arts?’

·         Inquiry is the making sense of something from a particular position.

·         Ethics is the account we give of our interactions with other people shaped by our positionality.

·         Reflection is a process by which we make sense of our positionality.

 

Ethics links to positionality by revisting practice with theory. Think about what you do practically with theories.

 

Second part of the campus session we split up into module groups. Module 2 discussed Module 5 Ethics with Alan. We discussed steps to take in order to protect those people involved within our research. Alan emphasised we cannot conduct inquiry unless we have ethical approval from authority of setting/company/individual and the university.

 

We all took turns in discussing our ideas of questions of inquiry it was great to bounce ideas around and help each other to move forward with our inquiries.

 

We also run over the summary of assessment what we need to do for module 2 and what is expected of us.

 

I hope some of these notes have helped Alan said he would put his power point slides on moodle/blog so please visit for more details.

 

Learning Through Play Early Years.

If anyone's interested in early years development and how singing, dancing and acting is part of the early years curriculum here is a good link from the Northen Ireland Curriculum by Bernadette Duffy:

http://www.nicurriculum.org.uk/docs/foundation_stage/learning_through_play_ey.pdf

Task 4b/c

I've recently been setting up my SIG group for my questions of inquiry.

As research I've discussed my questions with fellow work colleagues at school (Teachers). This was very helpful as it's given me lots of ideas where I could take my inquiry and develop my questions further.

As a useful tool we brain stormed ideas, below is what came out from the discussion:

 

 

Looking at the question:

 

'In what ways does singing and movement help with early years development?'

 

I discovered how much is used within the early years curriculum to encourage pupils learning. It's used across the spectrum from maths; counting songs to role play to literacy; story telling. From this discussion I would like to include drama/acting to the question as it involves all the aspects of performing, so I'm thinking of re-wording the question to:

 

'In what ways does singing, drama and movement help with early years development?'

 

Working within early years on a daily basis I know that singing, drama and movement is used within the early years curriculum so I feel my lines of inquiry need to discover the ways in which it is used? when it is used? why it is used? Maybe look at how it has encouraged pupil development?

 

I feel my next steps to develop my inquiry is to research what people have written about the effectiveness of singing/drama and movement in early years development? and why these areas are important within the early years curriculum?

 

From discussing with my fellow teachers they have suggested some theorists to research so this is my next step!