Prelims

ISBN: 978-1-80117-401-5, eISBN: 978-1-80117-400-8

Publication date: 13 November 2023

pdf (219 KB) ePub (9.2 MB)

Citation

Frankel, S. and Whalley, C.E. (2023), "Prelims", Learning Allowed (Emerald Studies in Child Centred Practice), Emerald Publishing Limited, Leeds, pp. i-xiii. https://doi.org/10.1108/978-1-80117-400-820231013

Publisher

:

Emerald Publishing Limited

Half Title Page

Learning Allowed

Series Title Page

Emerald Studies in Child Centred Practice

Series Editor: Sam Frankel, King's University College, Western University, Canada

Emerald Studies in Child Centred Practice: Voice, Collaboration and Change seeks to reposition the place of childhood studies as a discipline, highlighting its social value. This series explores the application of theories from childhood studies in practice. It highlights the place, purpose and power of these theories to inform practice and seek to shape a child-centred approach across the settings within which children live and experience their everyday lives – schools, families, the law and the care system. Uniquely, books in the series will not only draw on academic insight but also include the perspectives of both practitioners and children. The series makes the case for the need for a shared dialogue as a foundation for re-imagining practice.

This new series offers a new and valuable dimension to childhood studies with relevance for how wider society comes to engage with it. Indeed, it offers a chance for childhood studies to increase its presence in society – to demonstrate how an awareness of children's agency and the constructed nature of society can positively influence discourse and debate – with the hope that this can increasingly shape policy and practice and add value to children's everyday experiences.

Proposals are welcome for the series that align to this goal and help us to develop and grow childhood studies. This series is particularly keen to explore multifaceted aspects of children's lives, such as schooling, home lives, children's rights, child protection, activism, and more.

Title Page

Learning Allowed: Children, Communities and Lifelong Learning in a Changing World

By

Sam Frankel

King's University College, Western University, Canada

And

Caroline E. Whalley

The Elliot Foundation Academy Trust, UK

United Kingdom – North America – Japan – India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Emerald Publishing, Floor 5, Northspring, 21-23 Wellington Street, Leeds LS1 4DL

First edition 2024

Published under exclusive licence by Emerald Publishing Limited.

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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters' suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-80117-401-5 (Print)

ISBN: 978-1-80117-400-8 (Online)

ISBN: 978-1-80117-402-2 (Epub)

Dedication

SF: Moira, Ruari, Rosie, Maria and Elsie

CW: Adam and Alex

and all those we have learned with.

List of Figures

Chapter 1
Figure 1.	Solving Tame Problems.
Chapter 2
Figure 2.	Responding to Our Changing World.
Figure 3.	Global Influences and Impacts.
Figure 4.	The Seven Ages of Learning.
Figure 5.	Connectivity Continuum.
Figure 6.	Pressures for Learners.
Figure 7.	Connection Continuum.
Figure 8.	Influences on Our Sense of Connectivity.
Chapter 3
Figure 9.	Chapter 3 Overview.
Figure 10.	One-Way and Two-Way Arrows.
Figure 11.	Identifying Forces on Our Personal Lives.
Chapter 4
Figure 12.	Chapter 4 Overview.
Figure 13.	Learning Across Time and Space.
Chapter 5
Figure 14.	Chapter 5 Overview.
Figure 15.	Rule-Based Learning.
Figure 16.	Happiness and Learning.
Figure 17.	Balancing Our Sense of Power.
Figure 18.	Perspectives of Power.
Chapter 6
Figure 19.	Impact of Assumptions.
Figure 20.	Drawing of Mr Fowler.
Figure 21.	Assumption Tracker 1.
Figure 22.	Assumption Tracker 2.
Figure 23.	Assumption Tracker 3.
Figure 24.	Assumption Tracker 4.
Figure 25.	Assumption Tracker 5.
Figure 26.	Assumption Tracker 6.
Figure 27.	Assumption Tracker 7.
Chapter 7
Figure 28.	Taught to Become vs Learn to Be.
Figure 29.	Rhetoric vs Reality Activity.
Chapter 8
Figure 30.	Ethos and Value in Practice.
Figure 31.	Language for Learning in Practice.
Figure 32.	Language for Learning in Pictures.
Figure 33.	An Emotional Language for Learning.
Chapter 9
Figure 34.	What is a Learning Opportunity.
Chapter 10
Figure 35.	The Ripple Effect.
Figure 36.	Leadership Attributes.
Chapter 11
Figure 37.	Chapter Overview.
Figure 38.	Chapter 3 Overview.
Figure 39.	Capacity and Potentiality.
Figure 40.	Exploring Your Skills.
Figure 41.	Chapter 4 Overview.
Figure 42.	Chapter 5 Overview.
Figure 43.	How Do I Feel Emoji.
Figure 44.	Exploring Your Feelings.
Figure 45.	Exploring Solutions.
Chapter 12
Figure 46.	The Learning World We Would Like to See.

Foreword

The internet was going to be a second enlightenment. I remember the hope and anticipatory zeal that burned in the eyes of its prophets. It would democratise learning in unimaginable ways and provide emancipating opportunities for all. Everyone on the planet would have immediate free access to the best recorded thinking of all the 117 billion humans ¹ who have lived. How could standing on the shoulders of all the intellectual giants of the past be a bad thing?

Well, we massively underestimated the degree to which videos of kittens would be more interesting than string theory. And whilst the best thinking of the greatest thinkers is mostly available and mostly free, it is buried under a mountain of bullshit and deliberate untruth that is growing exponentially. In the past, every village had an idiot but the worst they could do was to corner you in the pub and bore you for 20 minutes about how the moon landings were faked. With the advent of the internet and its unforeseen facility to promulgate untruth and undermine reasoned debate, they can now become world leaders.

In this light, or rather in this gloom, the challenge to those who would create learners is stark. If we want the world to be better for our children… Dammit, if we want the world to exist for our grandchildren, we need to make more people better learners for longer! This challenge transcends formal education systems and threatens nations.

Dr Sam Frankel and Dr Caroline Whalley suggest in this book that great teachers imbue their students with a sense of agency over their own learning processes that they will carry forward for the rest of their lives. But learners can also do it for themselves by understanding their underlying meta-cognitive operations. ‘Whether I shall turn out to be the hero of my own life or whether that station will be held by anybody else…’ ² , should not be a question in the mind of one who allows themselves to learn and to be a learner.

If we are to save the enlightenment, we need to build on its platform. ‘Cogito ergo sum’ postulated Descartes. Sartre later challenged, arguing that, ‘Existence precedes essence’. Sam and Caroline are effectively suggesting that, ‘To be is to learn’.

Hugh Greenway

Chief Executive – The Elliot Foundation

Acknowledgements

This book really does represent a Journey and the interactions that we have had with so many others. Our thanks therefore must start with all those that we have had the chance to learn alongside, whether that be family or friends, children or university students, professionals, parents or researchers. It is these experiences and the conversations, observations, research and training opportunities they created, that we have drawn on in shaping our thinking for ‘learning allowed’.

SF: Thanks to those who read early versions of this book and for the ideas they shared – colleagues, students and former students at King's University College, Western University and those connected through EquippingKids. A special thanks to John Fowler who has been so significant in my journey to explore and understand learner experiences over the years.

To Caroline – a very special thank you. Caroline brought her wisdom and clarity of thought to this project, acting as the critical friend I needed to express the ideas that were flying around in my head. The result was a ‘learning journey’ – where we sought to create knowledge by making sense of our experiences!

CW: Thank you to my dearest friend and alter ego Hugh Greenway, my friends and family plus the gang past and present at The Elliot Foundation who all believe dreams really can come true.

Thank you to Katy and all the team at Emerald for their patience and willingness to work with us.

1

Source Population Reference Bureau Nov 2022.

2

Opening line of ‘David Copperfield’, Charles Dickens.

Book Chapters

Prelims

Chapter 1 We Need to Talk About… Allowing Learning!

Chapter 2 An Approach – To Allowing Learning

The Connected Learner in Theory

Chapter 3 Who Is a Learner?

Chapter 4 What Is Learning For?

Chapter 5 How We Can Allow Learning: Impact of Self and ‘Other’ on Our Learning Identities

The Connected Learner in Practice

Introducing the Connected Learner in Practice

Chapter 6 ‘P’ – Power Up Your Thinking

Chapter 7 ‘L’ – Nurture a ‘Learn to Be’ Culture

Chapter 8 ‘U’ – Unify Your Language

Chapter 9 ‘G’ – Grow Meaningful Opportunities

Chapter 10 ’IN’ – Inspire Lead Learners

Chapter 11 The Individual as a Connected Learner

Chapter 12 Enduring Connections – Learning Allowed

References

Index