draft 11/07/2012 Bill Law The Career-learning CAFÉ m place, space and social justice in education enclaves, systems and voice

social circle association on-line location neighbourhood community territory place and space as enclave may be local or cosmopolitan - people comfortably and informally approach each other - feeling that they belong - making valued contacts - keeping each other in view usually a religious or other cultural membership - favouring a distinctive activity - offering advantages not available to others - with procedures and requirements for joining, leaving and exclusion formed by following and seeking followers - by sharing preferences and aspirations - visitors appear because they identify with the inhabitants - or are spying - or preparing to exploit people nurture, oversee and protect their space - or, where it is damaged or disowned, they may neglect or defile it - inhabitants approach and avoid each other on the basis of congeniality people are there because it is what they can afford - it may be economically-similar but can be culturally-diverse - there is an awareness of the way in which post-code affords opportunity people feel a need to defend the space - which involves making alliances and demanding allegiance - there may be no-go areas - pushing out those seen as invaders - occupying as if besieged

systematic programme development process… what goes on? outcome… what comes out? 1: among the students… 2: by the educators… 2: in the enclave… home and travel experience social circle range of friends experience of work knowledge of students openness sensitivity personal biographies knowledge of employees and service personnel willingness to meet students ability to deal with questioning imagining their own exclusion mapping exploration of other possibilities wider horizons excitement possible change-of-mind sense of new beginning memorable learning transferability winning interest questioning assumptions building trust meeting new people connecting with the un-connected increased credibility expanded expertise wider awareness greater inclusivity interest in other children input… what goes in?

... on beliefs > ambition is shaped by the locally favoured - in sequestered suburb, run-down neighbourhood and remote village > we cannot know in advance how local people will respond to our programme > ready-made measures of effectiveness are less useful than observations of how local people use learning... on research > ready-made criteria for effectiveness are originated by dominant interests > they are centrally-portrayed as a kind of patriotism > parading research findings are secondary to understanding the local experience they must serve... on planning > a programme which serves the interests of some can damage the interests of others > progress depends less on what ‘leaders’ claim - more on who believes them > heeding local voices means excluding ready-made thinking issues for r&d in education

speaking of where you come from, and where you could be headed of what you’ll hold onto and what you’ll let go with nothing fixed, unless you let it be fixed _______________ not trying to please everybody and knowing that some will not agree with you but better, now, to figure out who _______________ saying something special for people who will want you because they’ve taken the trouble to know you _______________ speaking for yourself, and people who care about you and whom you care about, and will ever care about and who will, one day, depend on how you now figure things out voice as narrative

blog: ‘managing careers, convenient myths and local voices’ _______________ monograph: ‘place, space and social justice in education - enclaves, systems and voice’ _______________ this presentation: _______________ contact: information