face to face November

I know, it doesn’t seem like 5 minutes ago since we met and you are thinking – what have I/we done since then…?!

  • Well, since then we have had lots of/most of (!) your abstracts and responded to them
  • Phil presented a summary of project themes to SLT on Monday November 8th – David’s comment was ‘Wow!’ Link to the document and don’t shoot Phil if it doesn’t completely capture the kernel of your thinking!
  • Phil has asked senior leaders to ‘notice’ you so you are not ‘taken for granted’ and make sure you regularly update your teams on what you are doing – this is important work!

In response to our correspondence with you the following points have emerged, generally:

  • Keep up the personal – the ‘I/We’ factor. (We will ask for a couple to be read out as examples)
  • Keep working on narrowing your focus –
    • you can use your abstract to expand your thinking in the ‘Rationale’ section, but then in the ‘Intervention’ section focus right in…
      • THINK HOUR GLASS shape as one kind of research process image
    • subject/project area – make it more a specific bit of the subject; school phase – make it age or grade specific
    • define/explain any terminology or meta-language
    • keep the thinking around ethics and any further considerations that have arisen
  • We didn’t ask for data collection methods to be included in your abstract, but where are you at in this respect? What have you collected so far? What is it telling you?
  • You might want to revisit your abstract by the end of the session on Saturday – after that we will post them as a 2021-22 Cohort 3 Project Page on the website. We will update them whenever you tell us after this and right up to the session on Presenting your Findings in the Spring, 2022.

We are not going to formally book in a group or 1:1 session this time unless you or we request one.

Helen will be around during the daytime on Thursday and Friday for meetings, as will Phil so please request us if need be.

Friday November 19th

4.30-6.30 Room 22 at Upper School – light refreshments from 4.00pm

Remember your Green Pass, mask, sanitising and social distance

During the session we will

  • Look at just a couple of current abstract examples (we will ask you first!)
  • Look at some previous examples of presentations from Cohort 2 and from another school
    • Here’s a link to one presentation from Oak House School Barcelona – some of you will have seen this but it illustrates a good research process including comprehensive data collection and analysis (and their Gordian knot, which was a sticking point for quite a long time for this group and I thought they would give up!)
    • From Cohort 2 the introduction by teacher Toni and parent Ginevra we think is also a good example – we will watch 5 minutes as the full video is 45 minutes from the Conference in April 2021.
  • Consider again our methods and methodologies, our ethics and our envisioned futures
    • We are researchers acting in ‘researcherly’ ways. It is important to see ourselves and present ourselves in this way.
      • Methodology – designing a relevant study, which might involve: Action Research…Participatory AR…Collaborative AR…Case Study…Survey…Literature Review…Life Story…Ethnographical Study…Arts Based Research…For a take on the latter please read the short piece below and follow the link for the full article. We may not have the time to debate fully but it might clear away some of the cognitive cobwebs from the ‘day job’!
      • Methods might include: questionnaire, interview, survey, observation, electronic or hard copy documentation, video, audio recordings, arts/art such as an installation, theatre piece (see below)…we have a couple of slides to reflect on here
      • Ethics – doing no harm, seeking informed consent, checking accuracy, preserving confidentiality, securing/protecting data…
      • Presenting our findings to peers for discussion and review – be creative, provocative, liminal…more on this in the early Spring
      • Acting on our findings to support change where appropriate – beyond April 2022

From: Arts-Based Research, Janinka Greenwood, https://doi.org/10.1093/acrefore/9780190264093.013.29

Published online: 25 February 2019

My own explorations of arts-based research began many years ago, before the term came into usage. I was commissioned to develop a touring play for a New Zealand youth theater, and I chose to write a docudrama, Broadwood: Na wai te reo? (Greenwood, 1995). The play reported the case of a remote, rural, and predominantly Maori school that made Maori language a compulsory subject in its curriculum. The parents of one boy argued against the decision, claiming the language held no use for their son. The dispute was aired on national television and was debated in parliament. The minister agreed that the local school board had the right to make the decision after consultation with parents and community. The dispute ended with the boy being given permission to do extra math assignments in the library during Maori language classes. To develop the script, I interviewed all the local participants in the case and sincerely sought to capture the integrity of their views in my dialogue. I accessed the minister of education’s comments through public documents and media and reserved the right to occasionally satirize them. Just a week or two before final production, the family’s lawyer officially asked for a copy of the script. To my relief, it was returned with the comment that the family felt I had captured their views quite accurately. The youth theater was invited to hold its final rehearsal on the local marae (a traditional tribal Maori ground that holds a meeting house and hosts significant community occasions), and a local elder offered the use of an ancestral whalebone weapon in the opening performance, instead of the wooden one made for the production. The opening performance took place in the school itself, and the boy, together with his parents and family friends, sat in the audience together with hundreds of community people. The play had an interactive section where the audience was asked to vote in response to a survey the school had originally sent out to its community. The majority of the audience voted for Maori language to be part of the mandatory curriculum. The boy and his family voted equally emphatically for it not to be. The play then toured in New Zealand and was taken to a festival in Australia.

At the time I saw the work purely in terms of theater—albeit with a strongly critical social function. Looking back, I now see it was a performative case study. I had carefully researched the context and respectfully interviewed participants after gaining their informed consent. The participants had all endorsed my reporting of the data. The findings were disseminated and subject to popular as well as peer review. The performances added an extra dimension to the research: they actively invited audience consideration and debate.

Saturday November 20th

This is an easy one – carry on with your stuff!

As usual we will gather from 09.15 onwards for light breakfast;

10.00-12.30 working session

Reminder: LIBRARY LINK for journals scroll down the Information Literacy page for sites and log-in details

12.30-1.00pm plenary and next steps

Share an example of:

  • your refined question
  • some data collection methods/approaches used so far
  • your intervention so far
  • ethical issues
  • feedback from others that has informed you – students, colleagues…
  • great readings, ‘listenings’ you recommend

Please update your abstract following the guidelines on the template



Please check and amend the summary document presented to SLT and useful for accreditation, Board updates, Flash…

1.00pm lunch provided on campus

Next face to face Session – Friday January 28th, Saturday January 29th.

We will arrange meetings with you online before then and again during that week on campus.

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