From Moment to Meaning: The Art of Scholar-Practitioner Inquiry

By Maria Piantanida, Marilyn J Llewellyn and Patricia L McMahon

From Moment to Meaning: The Art of Scholar-Practitioner Inquiry is grounded in the premise that context-embedded studies can yield important insights into the complexities of educational practice. For Scholar-Practitioners, such inquiries often arise when the routine course of events is disrupted. The r

• Language: English
• Publisher: Learning Moments Press
• Release date: Aug 11, 2020
• ISBN: 9781734959413

Book preview

From Moment to Meaning: The Art of Scholar-Practitioner Inquiry

Published by Learning Moments Press

Pittsburgh, PA 15139

Learningmomentspress.com

Copyright © 2020 by Scholar-Practitioner Nexus

scholarpractitionernexus.com

All rights reserved, including the right of

reproduction in whole or in part in any form.

ISBN-13 978-1-7349594-1-3

BISAC Subject: Education/Research (EDU037000); Education/Philosophy,

Theory & Social Aspects (EDU 04000); Education/Essay (EDU042000)

Onix audience Code: 06 Professional & Scholarly

Book Layout

Mike Murray, pearhouse.com

To the countless dedicated Scholar-Practitioners

who work tirelessly as stewards of the profession.

Table of Contents

List of Scenarios

Prologue

Preface

Section 1: Cultivating a Mindset for Scholar-Practitioner Inquiry

On the Nature of Scholar-Practitioner Inquiry

Method as Logic-of-Justification

Inquiry Genre as Logic-of-Justification

Warranting Knowledge Claims and the Issue of Evidence

Section 2: Developing My Scholar-Practitioner Inquiry Profile

Developing a Practice Context for Inquiry

Capturing Moments of Practice

Developing a Conceptual Context for Inquiry

Situating My Thinking in a Broader Intellectual Landscape

Developing a Game Plan for Study

Claiming an Interpretive Inquiry Genre

Where Is My Inquiry Headed?

Balancing Creativity with External Requirements

From Moment to Meaning

Epilogue

Bibliography

List of Scenarios

Scenario 1.1 Describing a Moment of Practice

Scenario 1.2 Describing a Moment of Practice

Scenario 1.3 Describing a Troubling Moment of Practice

Scenario 2.1 Caught Between World Views

Scenario 2.2 Caught Between World Views

Scenario 3.1 Hypothetical Example of Case Studies

Scenario 3.2 Hypothetical Examples of Narrative Inquiry

Scenario 3.3 Scientific Versus Interpretive Grounded Theory

Scenario 3.4 A Literary Criticism of a Lead Teacher Initiative

Scenario 3.5 Bringing Forth a World: Spirituality as Pedagogy

Scenario 4.2 Warranting Interpretive Knowledge Claims

Scenario 4.3 Warranting Interpretive Knowledge Claims

Scenario 6.1 Torn Between Topics

Scenario 6.2 From a Laundry List of Questions to a Study

Scenario 7.1 Refining a Focus for Inquiry

Scenario 8.1 Situating Your Thinking within Broader Discourses

Scenario 13.1 Portraying the Problematics of Educational Inclusion

Scenario 13.2 Portraying the Art Classroom

Scenario 13.3 Portraying Reflective Artmaking

Scenario 13.4 Portraying a Lead Teacher Initiative

Scenario 13.5 Portraying Spiritual Inquiry & Pedagogy

Scenario 13.6 Portraying a Conceptual Leap

Prologue

In the spring of 2020, the COVID-19 virus swept across the globe, disrupting ordinary life in unprecedented ways. Hot spots in the United States stressed the health care system to its limits. Businesses shuttered their doors and the economy ground to a halt. Schools across the country closed, sending millions of children home to learn from on-line classes prepared by hundreds of thousands of teachers. As the pandemic crested, politicians, media pundits, and knowledgeable experts began to speculate about when life could get back to normal. Although they differed on when and how to reopen the country, they all agreed that no one could predict exactly what the new normal would look like. Writing in what Joshua Cooper Ramo calls the age of the unthinkable, we ponder the question, What might constitute the new normal of education in a post-pandemic world?

Ramo contends that old ways of thinking do not serve us well in an increasingly complex world where the whole is more than the sum of the parts and the parts interact to produce unforeseen effects. Trying to impose some ideally imagined order on complex and dynamic global systems is futile and, in fact, blinds us to possibilities that seem unthinkable. Ramo’s field of international affairs, for example, is blinded by outdated views of power, war, and national security. A few men flying planes into iconic symbols of U.S. economic and military power was unthinkable. Consequently, we were unprepared to defend against a terrorist attack. Ramo calls for new ways of thinking to provide what he calls deep security. Instead of starting with a view of how we want the world to be and then jamming that view into place, we start more reasonably with a picture of how the world is.¹ If we borrow from Ramo’s concept of deep security, what new ways of thinking might lead to a new normal of educational systems founded on a principle of deep learning? Educators Linda Darling Hammer and Jeannie Oakes express a similar view in Preparing Teachers for Deeper Learning, a book which

…answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world. In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for deeper learning, equity, and social justice.²

For two decades, politicians, billionaire philanthropists, and politically connected educators have been jamming their views of education onto our public education system. Diane Ravitch calls these individuals disrupters, asserting that their policies and strategies are anything but genuine reform.³ Nassim Nicholas Taleb would call these proponents of educational reform fragilistas, individuals "who make you engage in policies and actions, all artificial in which the benefits are small and visible, and the side effects potentially severe and invisible."⁴ (Italics in the original) Taleb contends:

A complex system, contrary to what people believe, does not require complicated systems and regulations and intricate policies. The simpler, the better. Complications lead to multiplicative chains of unanticipated effects. Because of opacity, an intervention leads to unforeseen consequences, followed by apologies about the unforeseen aspect of the consequences, then to another intervention to correct the secondary effects, leading to an explosive series of branching unforeseen responses, each one worse than the preceding one.⁵

Old ways of thinking about systemic educational reform provide a perfect example of this point. No Child Left Behind followed by Race to the Top followed by the Every Student Succeeds Act imposed standardized accountability measures that resulted in unforeseen consequences that Ravitch describes in heart-breaking detail. As the toll on educators became unbearable:

Many teachers decided they could no longer remain in their chosen profession because a draconian standards-and-testing regime mandated by federal law stole weeks, sometimes months, from classroom instruction, distorted the goals of education, and made it impossible for them to teach with autonomy, passion, and creativity.⁶

Ironically, when the COVID-19 pandemic forced school closings, teachers were suddenly freed from this oppressive oversight. The attention of the would-be reformers turned to our collapsing medical and economic systems. Left on their own, educators needed flexibility, adaptability, and creativity to respond in this unthinkable world of nation-wide distance learning. Both Ramo and Taleb contend these qualities are inherent in healthy, resilient, organically evolving systems. The post-pandemic challenge for educators is shaping a new normal of educational systems to assure autonomy, flexibility, adaptability, and creativity. Meeting this challenge calls for deep learning—the type of learning at the heart of Scholar-Practitioner Inquiry. We write this book with the hope of encouraging those in all types of educational roles and settings to cultivate a Scholar-Practitioner mindset conducive to Scholar-Practitioner Inquiry.

Preface

PURPOSE OF THE BOOK

This book begins with the premise that Scholar-Practitioner is a distinctive professional mindset. In our book, On Being a Scholar-Practitioner: Practical Wisdom in Action , we describe six qualities embodied in this mindset: pedagogical wisdom, theoretical understanding, contextual literacy, ethical stewardship, metacognitive reflection, and aesthetic imagination. Together, these qualities take practitioners beyond the skillful application of methods and techniques to a stance of inquiry. The purpose of Scholar-Practitioner Inquiry is to cultivate these qualities, thereby enhancing the flexibility, adaptability, and creativity with which educators respond to the daily demands of their work. The twofold purpose of this book is to elaborate on the nature of Scholar-Practitioner Inquiry and to provide a framework to help educators embrace this stance of inquiry.

Organization of the Book

The book is divided into two sections. The chapters in Section 1—Cultivating a Mindset for Scholar-Practitioner Inquiry address the first purpose of the book. We begin by considering features that distinguish contextualized studies of practice from controlled scientific studies. Following this, we turn to the issues of method and then to the nature of evidence in Scholar-Practitioner Inquiry. This section concludes with a discussion of writing conventions that contribute to the conceptual integrity and coherence of Scholar-Practitioner Inquiries. Section 2—Developing My Scholar-Practitioner Inquiry Profile provides a framework for examining contexts of practice, professional concerns, and intellectual background that shape the sensibilities practitioners bring to their scholarship. Throughout the book we include Scenarios to illustrate points we are raising.

Each chapter in Section 2 has the same format. It begins with a brief explanation of the purpose of the chapter followed by a set of Reflective Prompts. As you read through these, make notes about ideas that come to mind. Early on, treat this as a brainstorming session where you want to record as many ideas as you can. As you continue to work on your Profile, you can begin to refine the ideas. Each chapter concludes with a Reflective Interlude which encourages you to think about connections among the ideas in various chapters.

Audience for the Book

The ideas presented in this book have emerged from our work with graduate and doctoral students enrolled in formal academic programs that required completion of a thesis, dissertation, or other form of capstone project. Therefore, the ideas presented are likely to be most relevant to readers who are engaged in formal, academic inquiry projects.

It is our hope, however, that the ideas may also appeal to practitioners who long for an intellectual life beyond the demands of daily practice. This intellectual longing may lie dormant under the incessant pressures of teaching or administration. Nevertheless, it points to an inclination for inquiry that can be nurtured through thoughtful reflection. The deep learning associated with Scholar-Practitioner Inquiry can better position all practitioners to advocate for vibrant educational systems that prepare students to thrive in a complex, dynamic, and changing world.

How to Use the Book

Understanding the nature of Scholar-Practitioner Inquiry and developing a Scholar-Practitioner Inquiry Profile are not linear processes. Both entail visiting and revisiting the ideas of others as well as thinking and rethinking your own ideas. This is an iterative process that slowly brings greater clarity and focus to Scholar-Practitioner Inquiries. You may want to read through the entire book to get a general feel for information provided. After that, we encourage you to skip around to the chapters that are most relevant at any particular time. Cross-references to chapters and scenarios are embedded throughout the text to facilitate the movement among various parts of the book.

Throughout the book you will encounter tips that may seem to state the obvious. Too often, however, we and others have lost sight of the obvious when we were deeply immersed in an inquiry.

One final note relates to the writing style of the book. In places, we are dealing with some pretty weighty ideas. Even so, we strive for a conversational tone, as though we are sitting with a cup of coffee (or glass of wine) and talking about your questions and concerns. If you would like to engage in an even more focused conversation, please visit scholarpractitionernexus.com and submit a post in the Share Your Thoughts--Blog section of the website. We would love to engender some lively exchanges among those who are undertaking Scholar-Practitioner Inquiries.

SECTION 1

Cultivating a Mindset for Scholar-Practitioner Inquiry

"In the varied topography of professional practice, there is a high hard