The practice of helping students to find their first person voice in creating living-theories for education
Bibliographic Data
| ID | 23675691 |
|---|---|
| Authors | Jack Whitehead (0000-0002-9644-0785, corresponding author) |
| Year | 2015 |
| Publication date | 2015-01-01 |
| Open Access | No |
| Type | CHAPTER |
| Venue | The SAGE Handbook of Action Research (SOURCE_BOOK) |
| Publisher | SAGE Publications Ltd (PUBLISHER • GB) |
| DOI | 10.4135/9781473921290.n24 |
| OpenAlex | W2585590450 |
| ISBN | 9781473921290 |
| Language | EN |
| Citations received | 4 |
In a living theory approach to action research (Whitehead, 1989) individuals produce validated explanations of their educational influence in their own learning (first person action research), in the learning of others (second person action research) and in the learning of the social formations in which the research lives, works and researches (third person action research) (Whitehead 2007). At the heart of these explanations are the first person voices of the action researcher. Hence it is a necessary condition for the creation of a living-theory that students learn to use their first person voice. I make a distinction: Living Theory research differs from a living-theory. This is a distinction between the general principles of living theory research and the unique explanations produced by individuals that constitute their living-theories. When I use ‘I’, I am not referring to an egotistical ‘I’. I am referring to the relational ‘I’ of infinite conversation, described by Buber (1970). How dissonant the I of the ego sounds! ... But how beautiful and legitimate the vivid and emphatic I of Socrates sounds! It is the I of infinite conversation. (p. 117) To help students find their first person voice I tell them the following story of how I learned to include my own voice in my explanations of educational influence in the face of pressures from academics to eliminate my ‘I’ from my explanations of educational influence. I offer my story as a way to exemplify how courage can be found and success can ensue.
Mathematics education · Medical education · Pedagogy · Communication · Medicine · Psychology · Psychosocial Factors Impacting Youth
Extending knowledge by developing a ‘slow approach’ to action research
Substantiating relational reflexive practice
Uncertainty, trust and voluntariness. Key elements of teaching and learning participatory health research in nursing science in the university context
Autoethnographic engagement in participatory action research
| Citations per year | 1 |
|---|---|
| Citation span | 2022 - 2025 (4) |
| Highly cited | No |