For the Monday group and an invitation to colleagues

5.00-7.00 1WN 3.8 26/09/05

Let's start by catching up with each others' news from over the Summer

break. Jean has accepted the post of Professor of Educational Research at

St. Mary's College and is busy preparing papers for presentation during

her visits to New Zealand and South Africa in the next couple of months.

Moira arrived back safely in Guyuan just over a week ago and Je Kan should

now have landed in Japan on his way back to Fukuoka University. Last

week's presentations at BERA by Maggie, Jean, Jack and Je Kan were greatly

helped by the live access to our web-sites during the sessions, and you

will be able to access our presentations to the Symposium on Creating

Inclusional and Postcolonial Living Educational Theories, by Monday

evening from the What's New section of http://www.actionresearch.net .

Jean's and Jack's presentation on 'Teachers as educational theorists:

transforming epistemological hegemonies' will also be accessible from this

section.

On Monday evening do let's spend some time thinking through the

implications of the archive of the BERA Practioner-researcher SIG 2005

e-seminar for the new living critical standards of judgement needed to

judge quality in practice-based research.

Pete has been working with the archive and you will talk us through the

work he has being doing at:

Pete writes:

...... I thought it would be worth while summarising our recent

conversation, even if it reads as if I am writing to you for the first

time about my current thoughts on the BERA archive.

The archive I refer to is at

with especial interest in the e-seminar postings for June and July. You

stated the focus for contributors at the outset as an invitation:

". . . to a discussion on the contributions of our living educational

theories and our evidence of our educational influences in our own

learning and to the future of educational research . . ." with a further

invitation ". . . to let each other know where our educational theories

can be accessed and where we can see evidence of our educational

influences in our own learning, the learning of others and in the learning

and education of social formations."

I later focused this invitation within the action-enquiry question: "How

can we develop standards of judgment that help us to understand the nature

of educational theories and what counts as evidence of educational

influences in learning?"

Marie and I would also like to share our hopes for this year's

collaboration in supporting action research approaches to professional

development in BANES and beyond. If you have news to share but can't be

here, do just e-mail it in and I'll share it with the group on Monday.

Love Jack.