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Peresented BERA UK
Sept 2006 |
ADLER-COLLINS, J. & OHMI, Y. (2006) The Process of critical enquiry and of becoming critical as a practitioner: The dawning of a new paradigm of global co-operation and educative understanding or old colonial values repackaged and represented.
The context of this paper is embedded in the telling of an educational story about practitioner research grounded in our teaching practice as we investigate the process of our pedagogising our claims to know and our knowledge into the development, implementation, assessment, and evaluation of our curriculum for healing reflecting nurses in a Japanese university.
Our research context focuses on the process of becoming critical as practitioners. In Japanese culture, critical thinking is not the same as in the West as it is bounded by a strong social context of conformity and resistance to change. We will show our process of becoming critical of ourselves as educators and as conscious human beings, and how we integrated our different cultural understandings and values into our curriculum. We are not using critical in the sense of a “bad” thing or to “criticize”; rather we are evolving in the Wink, (2005) sense of critical, namely “seeing beyond”.
The theoretical context was grounded in the concepts of heuristic living action research where we engaged with curriculum issues, in terms of theory and design. We explore our understanding of our own racial teachings, and the embodied values of one author’s (Adler-Collins) “whiteness” (Adler-Collins and Ohmi, 2005).
We seek to extend our understanding of Japanese cultural response to the curriculum by the analysis of our students’ data sets from their reflective journals, portfolios, and evaluations of our teaching. We do this by heuristically immersing ourselves (Moustakas, 1990) in the process of becoming critical. This is a dynamic process of learning where each author is striving to see the other’s issues and set aside their own to facilitate a new understanding and merging of culturally different ideas.
The contribution to knowledge this paper brings is that of the difficulty of importing educational systems from one context-bound environment to another. The issues around colonisation of knowledge and ethics are highlighted along with the need for global educators to be aware of their own bias of race, gender and culture. This paper is not a theoretical account but an authentic account of what happened in practice, the problems we faced, and the actions we took to resolve them. |
Peresented BERA UK
Sept 2006 |
ADLER-COLLINS, J. (2006) Different cultures, different paradigms: how lasting is our educational influence for good as our educational ideas spread their influence outside the context of our own culture? .
Communication and the transfer of ideas and values across cultures is now an everyday occurrence with the World Wide Web linking humanity in a global network of exchange and inter-connectedness. The classroom practitioner of today is presented with a complex array of choices concerning educational theories, insights, methodologies and paradigms. Practitioners have become competent in negotiating and accepting responsibility for their own influence in educational terms within the context of the classroom. The complex nature of knowledge and its legitimacy set within any cultural context reflect the issues raised by the truth of power and the power of truth (Foucault, 1980). Navigation of these issues places moral responsibilities on the educator. Such responsibilities are embedded within a culture of ever-shifting political issues as the power stakeholders within education seek to assert their agendas and decide the shape and form of education and what constitutes knowledge (Bernstein, 2000).
Focus on Enquiry
As practitioner researchers we create our own living educational theories and we do so with the intention of improving our practice as educators. This paper examines the questions and dilemmas that arise when our models or theories are no longer bounded by the context of our classroom and are exported to other cultures by way of publication, or integration by others into an educational context or curriculum. Such a change of context gives rise to questions of the nature: “What are the ramifications of exporting bodies of knowledge into different cultures?” and “What moral or ethical responsibilities do the carriers of such ideas share in the impact their thinking may have on the culture to which it introduced?” This author asks these questions from the positional stance and lens of a White, male Nurse educator in Japan, where he introduced the first healing nurse curriculum in a Japanese university. (Adler-Collins, 2005).
Data Collection
The global reach of knowledge impacts directly on the classroom where practitioners are influenced by those with the position or ability to present or control change. The author had to find his own way of coming to terms with difficult choices where the lines of morality and commitment are not so clearly defined (Freire, 1970; Wink, 2005). This paper reflects on the data collected from a pilot cohort of Japanese nursing undergraduate students in their freshman year using new data collection instruments which were unfamiliar to Japanese students and the social formation. These instruments were: web based student assessments of the teaching, portfolios, and reflective journals.
Theoretical and analytic frameworks
The research framework for this paper was grounded in a heuristic living action research paradigm and uses several different forms of data representation, both qualitative and quantitative.
Contribution to Knowledge
This paper’s contribution to knowledge is its focus on highlighting the need to look closely at imported educational paradigms and how they can impact on and in the culture to which they are introduced. It is suggested that knowledge is not directly transferable and needs to be bounded and modified to the cultural context
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Peresented BERA UK
Sept 2005 |
PEDAGOGISING A
LIVING EDUCATIONAL THEORY CURRICULUM FOR THE HEALING NURSE
Posted to the web 10 September 2005
To down load in PDF click here PDF
Abstract.
The cultural context of my question is the Faculty of Nursing
at Fukuoka Prefectural University in Japan. The history,
economics and politics of this social context are important
to my enquiry as I am seeking to influence the education
and the social formation of a new faculty of nursing through
the design and pedogisation of a curriculum for healing and
enquiry nurses. This is a context for my own learning between
September 2004 & September 2005 as I ask, research and
answer the question, 'How am I developing a curriculum and
pedagogy for healing and enquiring nurses in living my life
of learning in educational enquiry?'
The research context is focused on my knowledge-creation as
I seek to contribute to the development of a new epistemology
for a new scholarship of educational enquiry for healing nurses.
The development of this epistemology will be studied as part
of the process through which the embodied knowledge of nursing
practitioners is validated and legitimated in the Academy.
This will involve the clarification of the embodied values
in the process of their emergence in nursing practice. It will
also involve the clarification of my own embodied values and
knowledge as I design and pedagogise a curriculum for the healing
and enquiring nurse. In the process of this clarification,
the embodied values and knowledge will become transformed into
living educational standards of judgment and practice that
can be used to evaluate the validity of my knowledge claims.
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Peresented BERA UK
Sept 2005 |
0098
STICKS AND CARROTS: LIVING, HOLDING AND DEVELOPING OUR
EDUCATIONAL VALUES THROUGH TIMES OF TRANSFORMATION, CHALLENGE
AND CHANGE.
Posted to the web 10 September 2005
To down load in PDF click here PDF The cultural context of our paper
is situated in the Faculty of Nursing at Fukuoka Prefectural
University in Japan. The history, economics and politics
of this social context are important to our inquiry as
we seek to influence the education and the social formation
of a new faculty of nursing through the design and pedagogisation
of a curriculum for healing and enquiry by nurses.
We propose to analyse this influence as it is related to
the background of fundamental changes in nursing education
in Japan. These are challenging times with in University
education in Japan where for political reasons Prefectural
Universities have to become private sector universities in
2007.
The professional workplace context of our paper is grounded
in analysing the results of the first healing curriculum
in a Japanese university using Action Research as the methodology
and representing our evidence in multimedia format alongside
the classic forms of evidence such as textual representation.
Our paper addresses these in a way that claims to be advancing
action research and multimedia curriculum representation
within nursing in particular and within education in general.
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Peresented BERA UK
Sept 2004 |
YOU
ARE A STRANGER AMONG US: EXCLUSIONAL AND INCLUSIONAL PRACTICE
IN RESEARCH
COMMUNITIES.
Posted to the web 28 September 2004
To down load in PDF click here PDF
http://www.leeds.ac.uk/educol/documents/00003810.htm
Because of my experiences at Fukuoka University
with the inclusion of my curriculum of the healing nurse
and my pedagogisation of a living theory approach to action
research I will focus on my learning from my self-study which
shows inclusional practices transcending tendencies to exclude.
My paper is in keeping with the original proposal.
It is the intention of this paper to pose some questions
that can be taken under consideration and reflected on.
In so doing the issues of exclusionary practices and their
relationship to academic freedom can be raised to a higher
level of transparency and debate. I hope to show how living
inclusional values can transcend the negative practices
of exclusion.
As I speak about this I am conscious of (Bernstein, 2000)
message, incorporated in his explanation of pedagogic discourse,
where he talks of what he sees as the two types of discourse,
these being the thinkable class and the unthinkable class
(p.30). He believes that there is a potential discourse gap
between these two classes and stresses that it is not a dislocation
of meaning, but it is a gap.
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Presented
BERA UK
Sept 2004 |
Posted to the web 28 September 2004
To down load in PDF click here PDF
Our Symposium’s question is:
“How are we contributing to
a new scholarship of educational enquiry through our pedagogisation
of postcolonial
living educational
theories in the Academy?”
The title of my contribution in response to this question is:
Weaving the webs of consciousness’ and the question
I pose in turn is:
“What am I learning as I research my life in Higher
Education as a healing nurse, researcher and Shingon Buddhist
priest, and as I pedagogise a curriculum for healing nurses?
Weaving the webs of consciousness”.
From the very onset of this presentation to you, I wish to
acknowledge with an open heart the scholarly work of postcolonial
writers and the voice, power and passion that they are bringing
to the brotherhood of humanness. This text represents my first
tentative but focused engagement with the theory of postcolonial
writings where like Murray claims in his paper. I was and am
living these values before becoming aware of the academic knowledge
base that underpins the theory..
I would like to frame the positional stance of my paper within
that of educational knowledge through self-study action research
and the generation and testing of my own living educational
theory. Such generation is set against my practice embedded
in a background of colonial thinking, actions and power relationships
within the academy. Such power relationships have given rise
to the emerging area of scholarship, that of postcolonial theory.
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EAR
Submitted |
Co-creating Living
Educational Theories with Educational Action Researchers: Responding
to Richard Winter with Stories of Educative and Healing Journeys.
Je Kan Adler-Collins, Faculty of Nursing, Fukuoka Prefecture
University, Japan.
Jack Whitehead, Department of Education, University of
Bath.
This article offers our living
educational theories as a theoretical resource for readers
of EAR. These theories are emerging as we engage in a co-enquiry
into our teaching, research supervision and research in
a Japanese and a British University. Adler-Collins is a
Shingon Buddhist Priest and an assistant professor in the
mental health division of the Faculty of Nursing at Fukuoka
University. Whitehead is a Lecturer in Education and supervisor
of Adler-Collins' action research higher degree programme
at the University of Bath. The stimulus to write this paper
came as we read and responded to Richard Winter's ideas
on Buddhism and Action Research: towards an appropriate
model of inquiry for the caring professions (Winter, 2003).
Posted to the web 23 July 2004 To
down load in PDF click here PDF |
FPU
Published |
Adler-Collins,
J. (2003). Research or not Reseach? The Tensions Around the
Use of Action Research Methodology to Add to the Database
of Nursing Knowledge by the use of Self Narrative Studies:
Voices in the Silence. FPU Journal of Nursing Research, 1(1),
47-54.
Our voices as nurses and those of our patients
in our care have I believe great importance and value in
holding ourselves to account in terms of our healing influence.
Often our voices and those of our patients are committed
to the void of silence for multiple reasons. These reasons
include the power relationships between the medical model
and the nursing model in terms of professional knowledge.
These power relationships and the tensions they evoke, have
a very direct influence on the moulding and formation of
our profession. The criticism that I believe, could and is
levelled at the Nursing profession is that of the absence
of our individual authentic expressions of our nursing practice
and those of our collectively represented voices standing
alongside those voices that persistently dominate. To address
this criticism this paper calls for the creation of a new
form of nursing knowledge from the action research of healing
nurses into their own practices. This knowledge will be created
by the representation of what we know as nurses through the
telling of our educative
stories in our authentic voices. These
voices and stories embody our claims to know. This knowledge can be validated
and legitimated in the academy through
the stories being subjected to critical analysis by peer and public examination.
This analysis will give rise to a confidence in our professional knowledge base
that incorporates our authentic values as nurses. These values can then be used
as public benchmark standards against which our professional knowledge can claim
its authority and be held to account.
Posted to the web 23 July 2004
To down load in PDF click here PDF
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M.Phil
to PhD Transfer Paper. Bath University.
“How, in a social
formation, can I hold and make explicit my values,
and live my life of learning as a healing nurse, researcher
and Shingon Buddhist priest? This life entails pedagogising
my knowledge and claims to know through the educative
process of the development, implementation and assessment
of a Nursing curriculum for healing and enquiry”.
Posted to the web
05 December 2003 To down load in PDF click here PDF |
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Living Web Portfolio
This is a portfolio
and shows the development of this site. It will aslo
show and record the living process of this site as
a form of data archive. It is a large document placed
in PDF format. The portfolio will be ammended frequently
and serve as a living reflective journel and as such
is incomplete as the process is not yet completed.
.Posted
to webpage 22/04/2002 To Download in PDF format
click kere: PDF
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Published |
My Journey of Transition from Warrior
to Priest
The purpose of
this piece writing is to learn how to represent my
educational development in my action research enquiry.
I am thinking of my learning, my experiences as a soldier,
my breaking down to break through, my academic reading,
my teaching in a School of Complementary Medical Studies
and my loving relationships in my journey towards my
ordination as a Buddhist Priest in Japan in December
1995.
Posted to webpage
25/02/2002 To Download in PDF format click kere: PDF
Adler-Collins, J. (Writer) (1996). Warrior to Priest a Journey
of Transition [BBC2 Television Documentary]. In G. Pomeroy
(Producer), A Day That Changed My Life. London: BBC Comunity
Network. |
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Can a Collaborative Action Research
approach to my Educational Enquiry help to express, define
and validate my standards of professional practice?
Historically, the
field of training in Complementary Medicine has been
surrounded by controversy. This educational inquiry
will focus on the lack of clear understanding of the
nature of professional standards or practice in complementary
medicine and the complex process of validating the
standards I use in my work as a complementary therapist.
Through studying my own practice as a Director of a
School of Complementary Medicine, a Registered Nurse,
practising therapist and researcher I intend to offer
some insights on the way an action research approach
into Complementary Medicine could help to define and
validate standards of practice.
Posted to webpage
25/02/2002 To Download in PDF format click kere: PDF |
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My Educational Enquiry into and out
of My 'Abyss'
I have analysed
my learning from warrior to priest (Adler-Collins,
1996), my learning about how to represent my values
as a nurse practitioner of complementary medicine (Adler-Collins,
1997) and my learning about how to construct a curriculum
for my practice of complementary medicine (Adler-Collins
1998a).
Posted
to webpage 25/02/2002 To Download in PDF format
click kere: PDF
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The Faceting of the
Diamond of Self
The empowerment
of self is to accept full consequences of your actions.
I chose to live on the edge, to see my new stars, to
see my new seas, not only did I choose to see them
but I chose to fly in my heavens and swim in my new
seas. Through this I could celebrate the freedom of
expressing my living educational theory in the living
truth of my practice. Elliot Eisner (1997) asks: How
do I explain what I have learnt? What forms can I trust?
What modes of representation of my learning and enquiry
would stand the scrutiny of scholarship? How shall
I know?
Posted to webpage
25/02/2002 To Download in PDF format click kere: PDF |
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