Download - Public Engagement: Being In-between
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Public Engagement: Being In-between
Thursday 17 October, 5 – 6.30 Dance Studio
St Luke’s Campus Lizzie Swinford and Suzie West
withKerry Chappell
CREATE Research Group
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The research (Chappell, Rolfe, Craft and Jobbins, 2011)
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Vital partner
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Public Engagement project
• Lizzie and Suzie doing facilitated action research triggered by the DPC outcomes + their own questions
• Resourced for 3.5 days each• Kerry resourced to carry out an integrated
reflective case study questioning what it means to ‘do public engagement’ in participatory research
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Today
• Lizzie Swinford: ‘Let’s play dancing’Researching the adult’s role when using play in Early Years creative dance
• Suzie West: How do partnerships, approaches and relationships in collaborative projects influence the learning journeys of students at Kingsbridge Community College?
• Kerry Chappell: Public Engagement – being inbetween
• Discussion
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Reflective case study
Where does the public begin and Higher Education end in the field of Education?
What does this mean for how ‘public engagement’ is carried out within ‘Education’?
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Methods
• Reflective logs• Cyclical analysis• Beginning and end interviews with Lizzie and
Suzie• Artefacts from their research as data
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Visual presentation
Where does the public begin and Higher Education end in the field of Education?
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less a case of this…
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…and more a case of this…
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Being part of the same community but with different perspectives and priorities within it/ Having a shared curiosity and passion for issues within dance education
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Having shared responsibility
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Using and doing research in different ways
• Reflective practice driven by theory where possible?
• Theoretical development strongly informed by researching practice?
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Blurred boundaries between professional, personal and creative roles
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What does this mean for how ‘public engagement’ (PE) is carried out within ‘Education’ (participatory research)?
We sometimes think the path to public engagement in participatory research is like this…
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When in fact it can be a bit more like this…
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Hidden tensions
Previous experience showed that trying to access dance knowledge in a University from the outside was “like a climbing a cliff to get in” and could be “scary”
Even here, it was like “climbing a slope”
Participatory research cannot assume ‘easy’ public engagement
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Being ‘in-betweeners’
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Being open to engagement being unpredictable
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Publics beyond publics
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Conclusion
• There is a beginning and end between ‘University’ and ‘public’ but it’s blurry
• Active role ‘inbetween’ the research/University and the researching practitioners
• It’s not a case of ‘free-wheeling through the University gates’
• Hidden tensions in engagement as well as original DPC research
• Remaining open to the unpredictability of the PE process is vital to helping it to succeed
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Living dialogic space for public engagement (Chappell & Craft, 2011)
[Original DPC methodology – flattened hierarchies, listening and actioning]
• Allows for ‘partiality’ and ownership• Fluidity and unpredictability• ‘Bottom up’, spiralling out of individual ideas • Debate and differenceCommon future?
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Questions for group debate
• Is public engagement a legitimate concept for those whose research involves practice?
• Who are your publics? What publics do you think you’re a member of?
• Are there disciplinary differences in PE?• Should we be using a different term to ‘public
engagement’?
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