The Organic Intellectual Educator

Tickle, Les

doi:10.1080/03057640123020

Cited by 5 publications

(7 citation statements)

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“…The most common reason for such self-initiated secondary analyses is the reinterpreting of data through novel theoretical frameworks to contribute to theory development. (197) This is my aim by utilising Wojecki (2007) and his theorisation of wounded learning and organic intellectual growth as argued for by Gramsci (1971) and Tickle (2001), which have not been utilised in this way in other works related to union learning representatives, although Stevenson (2010Stevenson ( , 2013 has utilised aspects of organic intellectualism in his discussion relating to teacher learning representatives based in England.…”

Section: Conceptual Underpinningmentioning

confidence: 97%

“…The conceptual underpinning of this article will be based on the wounded learner concept as put forward by Wojecki (2007), the ULRs developing as organic intellectuals (Gramsci 1971;Tickle 2001), and teacher leaders through engagement with professional development, as promulgated by Alexandrou and Swaffield (2013a).…”

Section: Conceptual Underpinningmentioning

confidence: 99%

“…Based on the notion of professional and organic intellectuals proffered by Gramsci (1971) and developed further by Becker (1996), Tickle (2001) states:…”

Section: Conceptual Underpinningmentioning

confidence: 99%

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A learning odyssey: the trials, tribulations and successes of the Educational Institute of Scotland’s further education and teacher learning representatives

Alexandrou

2015

Research in Post-Compulsory Education

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For the past decade, I have been observing, researching and reporting on a group of Scottish further education lecturers and schoolteachers, who, through their trade union activities, have had a significant impact on their colleagues' engagement with post-compulsory education and professional development. They are members of the Educational Institute of Scotland (EIS) and are unpaid lay volunteers who are trained and accredited as Union Learning Representatives (ULRs). They have a specific remit of advising and guiding colleagues in all matters relating to post-compulsory education and professional development. The article will detail how from very humble beginnings this group has become an indispensable element of the Scottish education system. It will show how these ULRs, many of whom had not been involved in trade union or political activism, are now regarded as experts in the field of post-compulsory education and professional development. They regularly work with key stakeholders such as the Scottish Government, Her Majesty's Inspectorate of Education and local authorities, and hold major positions within the EIS and on the General Teaching Council for Scotland. They have evolved as leaders within their institutions, the EIS and the Scottish education system more by accident than design. These developments indicate that they may well become key players in the construction and implementation of future local and national post-compulsory education and professional development policy. The article will be underpinned by the academic concepts of 'wounded learners', 'organic intellectual growth' and 'emerging teacher leaders through professional development engagement'.

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Section: Conceptual Underpinningmentioning

confidence: 97%

Section: Conceptual Underpinningmentioning

confidence: 99%

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A learning odyssey: the trials, tribulations and successes of the Educational Institute of Scotland’s further education and teacher learning representatives

Alexandrou

2015

Research in Post-Compulsory Education

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“…The adoption of an action-research framework was also in keeping with a desire to enhance teacher professionalism by according participating teachers the role of reflective and collaborative generators of their own professional knowledge and researchers of their own practice -identities consonant with such ideals as 'extended' professionality (Hoyle, 1975) or the 'organic intellectual' (Tickle, 2001). As McNiff (2002) states: 'Action research is an enquiry by the self into the self, undertaken in company with others acting as research participants and critical learning partners' (p. 15).…”

Section: Research Frameworkmentioning

confidence: 99%

BeyondShrek:fairy tale magic in the multicultural classroom

Sturgess¹,

Locke

2009

Cambridge Journal of Education

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“…For example, the management of heat stress alone is a major challenge for Adelaide (Akompab 2013). To help develop that new conversation, the social learning approach supported organisations to account for future risk, while facilitating discussions of transformative change (Tickle 2001;Fuller & Askins 2010).…”

Section: The Organic Intellectualmentioning

confidence: 99%

Navigating the Roles of the Social Learning Researcher: a critical analysis of a learning approach to guide climate change adaptation

Bardsley

2014

Australian Geographer

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Climate change adaptation is now a core theme of Australian geographical research. Climatic risks to socio-ecosystems are unbounded and highly uncertain and as a result require learning-based approaches to generate appropriate adaptation responses. Geographical research can effectively integrate knowledge developed through the mutual learning of researchers and stakeholders within a place to help guide adaptation planning. The roles of the geographer as a social learning researcher are critically analysed within the context of climate change adaptation research undertaken to support regional natural resource management adaptation planning in South Australia. Three research roles from the social learning literature are used to frame the analysis: the organic intellectual; the advocate for social justice; and the contemporary professional academic. While the social learning helped to develop a range of experimental adaptation policies and actions, the research would have proceeded more effectively if the challenges of the approach had been initially understood. The problems which emerge from social learning research, including inevitable tensions between real-world and academic outcomes, need to be acknowledged along with any successes to prepare future geographers to facilitate learning about socioecological risk.

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The Organic Intellectual Educator

Cited by 5 publications

References 0 publications

A learning odyssey: the trials, tribulations and successes of the Educational Institute of Scotland’s further education and teacher learning representatives

A learning odyssey: the trials, tribulations and successes of the Educational Institute of Scotland’s further education and teacher learning representatives

BeyondShrek:fairy tale magic in the multicultural classroom

Navigating the Roles of the Social Learning Researcher: a critical analysis of a learning approach to guide climate change adaptation

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