The following brings us back to considering the purpose of education and our roles as leaders of learning within this.

Dialogue, praxis and education

Dialogue, praxis and education (infed.org) describes some of the concepts and critiques in Paulo Freire’s work 'Pedagogy of the oppressed'. This work may be more familiar to those coming from a CLD background. The concepts are applicable to all educators. 

It considers:

• education as dialogue with respect: educators work with learners, rather than educators act on them creating a shift in the power dynamic
• praxis: action informed by and linked to a set of core values
• building a pedagogy of hope: the transformative power of education
• situating educational activity in the lived experiences of participants

SLF Conversations 2023: liberating learning

Dr Santiago Rincon-Gallardo video

Dr Santiago Rincon-Gallardo podcast 1

Dr Santiago Rincon-Gallardo podcast 2

Concepts to look out for

1. Learning to learn rather than learning to be taught - learning is a practice of freedom
2. The pedagogical core – the link between the educator, learner and knowledge. The place where change happens!
3. Educational change as a social movement and the transformative power of education
4. And perhaps fittingly for us as enquirers: “Learning is the process and the result of making sense of questions that matter to us”.

Liberating Learning: Video link from SLF Conversations, where you can also find a copy of his presentation.

Changing Conversations with Santiago Rincon-Gallardo:

1: E90. Liberating Learning with Santiago Rincon-Gallardo | Listen Notes

2: E92. Stimulating Change with Santiago Rincon-Gallardo | Listen Notes

Prompts for Reflection

Look back over your reflective journal;  what is the story of your professional learning journey through this enquiry cycle? Use your professional standards to support your reflection.

The National Model of Professional Learning has Leadership of and for learning as a key component, stating that leaders in the widest sense understand that people are the drivers and enactors of change for improvement. In what way does practitioner enquiry put this into action?

Have a look at the following statements from practitioners about what they consider to be educator leadership – what resonates with you? Is there anything you would add or challenge? You may want to write your own definition to describe how you see your own leadership identity.

“Taking ownership of my own teaching practice, being able to reflect and draw conclusions and changing where it is needed.”

“We are all leaders, influencing change, leading learners and others, encouraging others to take ownership and lead their own learning.”

“Leadership is not just about one person leading it is about a collaborative approach making change for the better.”

“…whenever a teacher gets curious and makes changes there are ripples and that this can be as transformative as an official directive from a designated Leader.”

“Being a conduit for change. In your own practice and the place where you work for the wider good. Having the confidence to speak up and try things. Being able to help and support others who may have similar ideas or issues that you've considered in your professional life, even if it hasn't formed part of a formal professional enquiry process.”