The art of holding complexity: a contextual influence on educator identity and development in practice in a system of alternative ‘flexi’ schools

Morgan, Ann; Pendergast, Donna; Brown, Raymond Albert Joseph; Heck, Deborah

doi:10.1080/14623943.2014.900020

Cited by 16 publications

(15 citation statements)

References 22 publications

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“…The practice of educators that has emerged in flexible learning programmes emphasising safe and supportive relationships is identified in the literature as a feature of best practice in alternative education settings (Morgan 2013;Morgan et al 2013;Morgan et al 2014;Mills and McGregor 2013). Increasing awareness of trauma-informed practice reinforces the significance of developing authentic relationships with young people as a way of restoring their capacity for connection and learning (Downey 2009).…”

Section: Relational Pedagogy For Wellbeing and Democratising The Learmentioning

confidence: 98%

“…A twofold objective was embedded within the research design: first, exploring the contextual influences in practice in flexi schools by considering how ways of working and ways of professional learning influence educator identity and development; second, enhancing staff induction processes through prototyping reflective practice groups (RPGs) as a strategy for supporting the development of educators as reflective practitioners. Becoming more self-aware in order to be more aware of one's relationships with others, including young people and colleagues, supports diversity within the learning community (Morgan et al 2014).…”

Section: Relational Pedagogy For Wellbeing and Democratising The Learmentioning

confidence: 99%

“…Educator identity is significant in terms of the way it shapes and influences practice -both consciously and unconsciously. Critical reflection on professional identity is essential in International Journal of Inclusive Education order to offer innovative, relevant and meaningful responses to young people, especially those who are disenfranchised Morgan, Pendergast, Brown, and Heck 2014).…”

Section: Educator Identitymentioning

confidence: 99%

See 2 more Smart Citations

Relational ways of being an educator: trauma-informed practice supporting disenfranchised young people

Morgan

Pendergast

Brown

et al. 2015

International Journal of Inclusive Education

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Despite complex reasons for disengagement and exclusion from conventional schooling, all children have a right to education that is of a high quality. Disenfranchised young people require alternatives for re-engaging in education. This necessitates a rethinking of what it means to be an educator in alternative education settings and how to relate to young people who have experienced exclusion and failure in conventional school settings. Relational ways of being an educator are vital to support the creation of lifelong learners, not merely school completers. Flexible learning programmes offer a model of re-engagement in which relational ways of being an educator are prioritised. This article explores key aspects of trauma-informed practice and relational pedagogy in a network of flexi schools in Australia. Relational pedagogy can redress the impact of trauma and social exclusion experienced by young people. In flexi schools educator identities are challenged and changed by a willingness to explore and understand the impact of trauma on young people's development and capacity to learn. A commitment to trauma-informed practice and relational pedagogy requires educator identities to be co-constructed and negotiated in relationship with young people and colleagues. These shifts in educators' sense of identity in the flexi schools context are explored. IntroductionDifferent ways of being an educator are required in order to re-engage young people facing multiple complexities in their lives (Morgan, Brown, Heck, Pendergast, and Kanasa 2013). This article highlights the importance of trauma-informed practice and relational pedagogy in flexible learning contexts as strategies for re-engagement. These ways of working with young people require shifts in an educator's sense of identity and development in practice. Three focal points related to teacher professional identity (TPI) evident in the literature will be explored: the emotional dimension of TPI including the notion of a teacher as carer; the impact of reform agendas on TPI and the influence of context on TPI (Lasky 2005;Noddings 1992;Smyth 2007). These focal points address a particular gap in the literature related to TPI in alternative education contexts specifically developed to enfranchise young people. They are aligned

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Section: Relational Pedagogy For Wellbeing and Democratising The Learmentioning

confidence: 98%

Section: Relational Pedagogy For Wellbeing and Democratising The Learmentioning

confidence: 99%

Section: Educator Identitymentioning

confidence: 99%

See 1 more Smart Citation

Relational ways of being an educator: trauma-informed practice supporting disenfranchised young people

Morgan

Pendergast

Brown

et al. 2015

International Journal of Inclusive Education

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“…A shift that we have observed, and that is reflected in papers in this special issue, is a growing sense of confidence regarding what this context has to offer mainstream education settings. This shift is based on research highlighting the breadth of practice experience that can inform and revitalise new approaches to engagement and inclusion of young people in any education setting (Mills, McGregor, Baroutsis, te Riele, & Hayes, 2015;Morgan, Pendergast, Brown, & Heck, 2014, 2015Shay, 2015). This issue presents some of the emerging trends in research.…”

mentioning

confidence: 99%

Introduction to the Special Issue on Alternative Pathways in Education for Disenfranchised Children and Young People in the Australian Context

Shay

Morgan²,

Lampert

et al. 2016

IJCYFS

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“…Flexi-schooling in this context describes models of education outside conventional schooling which aim to enable young people who are at risk or disengaged to remain engaged in education (Te Riele, 2007). The language used to describe young people in danger of disengagement can carry negative connotations (Morgan, Pendergast, Brown, & Heck, 2014), with the term flexi-schooling being preferred as not positing the young people as being the problem (Shay & Heck, 2015). McDonald, 2010).…”

Section: Flexi-schoolingmentioning

confidence: 99%

Can sharing education between home and school benefit the child with autism?

Lawrence¹

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This qualitative research exploration uses interpretative phenomenological analysis of case studies to investigate the diversity and congruity of the lived experiences of families sharing education between home and school for children with autism. Using semi-structured interview and follow-up questionnaire it examines the perspectives of five mothers, and includes further input from wider family members and professionals.

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The art of holding complexity: a contextual influence on educator identity and development in practice in a system of alternative ‘flexi’ schools

Cited by 16 publications

References 22 publications

Relational ways of being an educator: trauma-informed practice supporting disenfranchised young people

Relational ways of being an educator: trauma-informed practice supporting disenfranchised young people

Introduction to the Special Issue on Alternative Pathways in Education for Disenfranchised Children and Young People in the Australian Context

Can sharing education between home and school benefit the child with autism?

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