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Ann Arbor, MI 48106 KNOWLEDGE, REFLECTION, AND DIALOGUES AN EDUCATIVE EXPLORATION OF CO-OPERATIVE INQUIRY AS PRACTICAL ART IN TWO PROFESSIONAL EDUCATION SITES DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Hsiao-Lan Sharon Chen, B.S., M.Ed. ***** The Ohio State University 1993 Dissertation Committee; Approved by Patti Lather Robert Backoff là Adviser Gail McCutcheon College of Education Department of Educational Policy and Leadership Copyright by Hsiao-Lan Sharon Chen 1993 To the joy of learning, To the beauty of knowledge, To the "more" of life, and To the memory of my father who had nurtured me to believe in all these. He is still very much a living presence for me, 11 ACKNOWLEDGMENTS I give my deepest appreciation to Dr. Patti Lather, Dr. Robert Backoff, and Dr. Gail McCutcheon for who they are and for how they have been challenging and inspiring me. Their openness, honesty, and differences have been the inspiriting sources for me in the making possible of this impossible work. I also express my gratitude to Prof. Norman Booth, Prof. Debbi Georg, and Dr. Robert Backoff again, for our wonderful co-inquiring experiences. I remember all the players (students and teachers) and carriers (philosophers, theorists, and practitioners) who have been in the co­ creation of this (anti-)intellectual play. I particularly want to thank my mother for her prayful expectancy, and my brothers for their generous financial support. Their love and understanding is most cherished. Ill VITA 1981 ............ B.A., National Cheng Kung University, Tainan, Taiwan Major; History 1982-1984 .................. Teacher, Language Center, Hsinchu, Taiwan 1984-1987 Teacher, Morrison Academy— Taipei Branch, Taipei, Taiwan 1988-1990 .................. Research Assistant, Ed. Curriculum and Instruction Instructional Research Lab, Texas A&M University, Texas 1989 ....................... M.Ed., Texas A&M University, Texas, Major; Ed. Curriculum and Instruction 1990-1991 ..... Graduate Research Associate, Center for Teaching Excellence The Ohio State University FIELDS OF STUDY Major Field: Education Curriculum and Instruction Qualitative Research Methodology Minor Field; Educational Administration IV TABLE OF CONTENTS DEDICATION ......... ii ACKNOWLEDGEMENTS .......___ ............................ iii VITA .................................................... iv LIST OF TABLES . ___ ........____..................____ ... x LIST OF FIGURES ..................................... xi PREFACE ..... xiv CHAPTER PAGE I. BEING IN THE HAPPENING ............................ 1 Re-visiting Genesis ............................... 5 The Motifs and the Composition .................... 11 Re-thinking the Familiar ......................... 15 Knowledge ..................................... 15 Reflection .................................... 18 1 ^3ciz 1 (Z ..................................... 20 Dialogue ...................................... 23 Curriculum and Pedagogy ....................... 25 Co-operative Inquiry and Educative Exploration 27 Practical Art and Praxis ...................... 30 Re-marking the Vision/Delineating the Inquiry .... 32 Overviewing the Becoming ......................... 36 II. IN AND OUT OF THE PEDAGOGIC MIRROR: FROM BREAKING TO REFRAMING ....................... 38 Into Knowledge Conceptions and Educational Praxis 4 0 Educational Traditions and Knowledge .......... 41 Disciplines and the Mapping of Knowledge ...... 44 Social Constructivist View of Knowledge ....... 46 Knowledge, Politics, and Curriculum ........... 49 V Out of Pedagogic Discordance ..... 52 A Pedagogy of Effectiveness ............. 52 A Pedagogy of Thoughtfulness ........... 54 A Pedagogy of Possibility ............. 56 Toward a Pedagogical Transformation of Curriculum 60 Curriculum as Living Text ....... ............. 62 Teacher as Curriculum Potential .............. 64 Classroom as Interpretive Community .......... 66 Aesthetic Value as Transformational Premise ... 69 Curriculum Deliberation as Practicum .......... 72 Creating Commonplaces for Curricular Discourse ... 7 8 III. TOWARD A RECONSTITUTED ACTION INQUIRY; FROM DIGGING TO BUILDING .......... 85 Re-reading Paradigm Shifts ....................... 87 Keeping "Tabs" on the "Sittings" ................. 91 Sitting I; Language and the Constructed Reality 92 Sitting II; Observation as Inquiry and Method . 94 Sitting III; The Ethnographic Turn ............ 95 Toward a Re-constituted Co-operative Inquiry ..... 98 Furnishing a Critical Perspective ............ 100 Supplementing Hermeneutic Understanding ...... 103 Emergence of a Dialogical Approach ............ 106 Development of Different Ways of Knowing ......109 Re-articulating Action Inquiry Model ............ 113 Overview of Research Design ..................... 118 Pilot In-field Experience .................... 119 Entry to the Field ........................... 120 Landscape Architecture Design Studio ...... 120 Strategic Leadership Workshop ............. 124 Data Collection .............................. 128 In Landscape Architecture Design Studio ... 129 In Strategic Leadership Workshop .......... 131 Inquiry Cycle and Validation Process ......... 132 IV. OF PHOTOGRAPHS AND DATA ANALYSIS; FROM INCOMMENSURABLE TO RECONCILIATION/RUPTURE .. 136 New "Looking"; A Photographic Approach .......... 138 Inquiry with a Camera ........................ 138 The Interpretation of Photographs ............ 141 Issues Related to Photographic Discourse ........ 144 Crisis of Representation ..................... 144 vi Domain of Readability...... 146 Ethical Concerns ................... 147 Technical Considerations .............. 150 Validation in Photographic Contexts .......... 151 Reconciling Co-operative Action Inquiry with Photographic Discourse .............. 155 Data Analysis ..... 159 Descriptive Interpretation ........ 151 Impressionist Interpretation................. 153 Disclosive Interpretation .................... 154 Documenting Photographs ...................... 165 Analyzing Conversation ....................... 168 Writing the Narrative ........................ 176 V; OPENING THE FIRST PLAY: THE FACADE AND THE BACKYARD OF DESIGN STUDIO .... 180 Setting ......................................... 184 Players .... 185 Prologue: The Deliberateness in Design .......... 187 Scene I : The Pedagogical Setup .................. 188 Curriculum Structure ......................... 188 Lecture ...................................... 190 Design Projects .............................. 191 Studio Critique ..... 195. Scene II: Teachers' Beliefs/Assumptions ......... 197 The Varied Ideas ............................. 197 Similar Concerns, Different Methods .......... 199 Criteria for Goodness, the Unsettled Zone .... 204 Scene III: Students' Perceptions/Interpretations 207 39^3sIj*tr*s ^ c .............................. 207 Material/Tool Making and Using ............... 211 The Recto and Verso of design ................ 215 Scene IV: Studio Culture and Social Relations ... 223 Home or Workplace ............................ 224 Collaboration or Competition ................. 227 Dialogical or Hierarchical ................... 229 Epilogue: The Researcher's Notes ................ 232 Curtain-Call: A Yearning toward the Absence of the Present ....................... 235 Gender Differences ........................... 225 Time, the Crucial Issue ...................... 237 Vll VI. OPENING THE SECOND PLAY: THE STAGE AND THE WINGS OF LEADERSHIP WORKSHOP .. 240 Setting ...... 243 Players ....... 244 Prologue; Leadership in the Athenian Way .... 24 7 Scene I; Watching from the Wings ....... 248 Teacher's Schema, An Educator's