Mentoring A New Generation of Researchers Within

The Zone of Generativity

Professor Arnetha F. BallStanford University

June 2014  

Part 1

I call for engaging in discussions on the nature of

mentoring& provide my

Model of generative change

Part 2

I provide examples of the research mentoring

that I am calling for.

Part 3

I leave you with a challenge.

Part 1: • Interdisciplinary Studies in Language, Literacy

& Culture, Linguistics, and Teacher Education

• Experience as teacher, administrator, consultant, and speech pathologist all in inner-city communities

• I’m an individual who wants others to receive the mentoring that I did not receive

• A Social Justice issue

“Model of Generative Change” Arnetha F. Ball (2009)

• Generativity: an individuals’ ability to continually add to their education knowledge by connecting their personal and professional knowledge … the knowledge they gain from their experiences in context… in order to produce new knowledge that is useful to them in problem solving and in meeting 21st Century needs.

Generativity is a stage in which we strive to create or nurture things that will outlast us – we strive to contribute to positive changes that benefits others. The alternative is Stagnation, the failure to find a way to contribute, which disguises itself as the status quo.

Generativity

According to Erik Erikson’s 7 Stages of Psychosocial Development:

• A zone allows people to enter in at different points based on one’s ability, one’s commitment, one’s own level of advocacy.

• Enter where you are & you measure your growth and development against your own progress.

Why a Zone of Generativity?

“Model of Generative Change” Arnetha F. Ball (2009)• “…[K]nowledge becomes generative when

the teacher sees the need to integrate new knowledge with their existing knowledge; & to continually reconsider their existing knowledge… in light of the new knowledge that they are learning from their students.”

• Knowledge becomes power when it serves the public good.

(Franke, Carpenter, Levi, and Fennema, 2001, p. 655-6).

The Process of Development within The Zone of Generativity

Begins atCurrent Level Of Knowledge

Results in Knowledge Integration,Translation &Collaboration

Knowledge Becomes Power As Researchers Move From Knowing To Doing & Become Agents Rather Than Objects of Change

Stage 1: Reflection Leads toMetacognitive Awareness

Stage 2: Introspection Leads to Ideological Becoming

Stage 3:Critique & Use Of Knowledge Leads To Internalization

Ser ves

The

PubL I c

Good

Results in A Realization That To Know Is Not Enough

Results in A Reconsideration of The Purpose Of their work

Results inKnowledge that Becomes Powerful with Influence

Stage 4:Personal VoiceDevelops

Ball’s Ecological Model For Sustaining Transformative Change in Teacher Education

• Teacher Education Candidates

• Students in Culturally and Linguistically Complex Classrooms

• Teacher Education Program designed to Prepare Teachers for Diversity

• Individuals and Organizations in the Community

Will put demands on the University to model generativity & culture of Organizational Learning within the Univ & teacher education program

Must internalize and model the 4 stages of

my model in generative ways in

order to disrupt prior practices & beliefs so new teachers become

generative thinkers

Must internalize and begin to practice the 4 stages of my model in

generative ways in their classrooms in

order to impact their students to become generative thinkers

Who observe, internalize and

practice the 4 stages of my model will

impact their communities and

leaders through social action and C-B

research

Cultivating New Voices in the Academy

• Book ClubThe goal of the Book Club is to engage with a selected book that challenges the entire

faculty to read & stimulate ongoing school-wide conversation on issues related to poor,

diverse & urban students

Provide Mentoring on faculty research on issues of urban education. Small seed grants are given to faculty who do not have access to other funds to cover the costs of their research that focuses on issues of urban education.

Early Career Scholars Program

• In the seminar series the Heinz Fellows learn about Dr. Ball’s (2009) Model of Generative Change, which under lies the approach for the development of effective teachers & mentors for African American males. The series also covers strategies for teaching reading, writing & Learning skills to African American males and why this is critically important.

African American Male Mentoring Program

• The focus of the program is to prepare secondary school students as the next generation of excellent researchers. We are growing our own future researchers who will return to the community as tomorrow’s leaders.

Secondary School Pipeline ProgramGrowing our own: Next Generation of Researchers

A New Generation of Researchers Requires …

An international agenda that focuses on: Working Together Across National Boundaries – as a Unified Force in the struggle to become “AGENTS of change” rather than the “OBJECTS of Change” in today’s reform movement.

Martin Luther King, Jar, 1966, p. 47

We do not ask you to march by our side, Although, as citizens, you are free and welcome to

do so.Rather, we ask you to focus on the fresh social

issues of our day;To move from ‘observing’ operant learning …

To the test tubes of Watts, Harlem, Selma and Bogalusa.We ask you to make society’s problems your laboratory.

We ask you to translate your data into direction… direction for action.

Thank you!

I look forward to our ongoing conversations…