New Pathways/New Relationship
Kathy Schroerlucke (kathys@igc.apc.org)
Wed, 2 Apr 1997 11:15:53 +0000
My name is Kathy Schroerlucke. As consultant, working in the
Pittsburgh area to assist the development of community technology
centers, I've been asked to participate in this conference and
discussion. I am also doing some consulting for the Community
Technology Centers' Network (http://www.ctcnet.org).
As brain studies are suggesting, it's not just the connection but the
quality of the connection and the material that passes through the
connection that is important. Parts of our brain are dormant because
certain patterns of thinking have not required their use. As long as
there aren't ways to actively stimulate those parts of our brain, its
resources are not utilized. If we mapped communities as scientists
are mapping the brain, we would see the parallels between the two
systems. Entire communities lay dormant, their resources untapped,
resources that could enhance learning tremendously.
What technology represents (among other things) is a way to
reconnect pathways to these dormant areas and to generate pathways
into new areas. The initiative to create these pathways requires new
patterns of thinking, new patterns of relating, and new patterns of
working together. To the extent we engage in new patterns, we
unleash potential.
Recently, I was fascinated with the study demonstrating that children
who learned music performed better in math and analytical skills than
children who learned computers or children who learned neither. Many
of us suspected this all along. Developing music, art, dance, etc.
talents develop patterns in the neural-pathways that connect parts
of the brain that otherwise remain unconnected. This and other
"knowings" that come from research seem to perpetually affirm what
was already known, "knowing" that was accepted by communities but
not affirmed by the institutions who determine are given the power to
determine what knowledge is "legitimate."
What is considered knowledge is directly connected to who has the
power to legitimize what is considered knowledge. As long as
academic research serves its own interest as the priests of
knowledge, then communities and academics will continue to be
disconnected---parts of the brain and the human community will
continue to be undeveloped.
Rather than relying on "control," collaborators need to rely on the
"process." One can only rely upon process if one is engaged in a
praxis of study, action, and reflection. If academicians utilized
participatory research methodologies, they could be the facilitators
of these new pathways, unleashing tremendous potential for
individuals and communities and engaging communities in this praxis.
Through participatory research methodologies, educational
researchers could help communities to claim the authority for what
they do and what they know. Professional educators could be the
facilitators that nurture the quality of these connections,
strengthening them by providing a praxis of relationship that
constantly reflects on the material that gets passed back and forth,
engaging in self-reflection and re-examination of goals, giving
voice where voice has been taken away, and giving visibility to the
remnants of community knowledge that remains invisible.
If the goal is to use community networking as a way to maintain the
institution of education, then maybe we do not need community
networking. If the goal is to ensure that every child receives the
support and guidance needed to develop his/her own talents, gifts,
skills and agency, then we need to develop relationships and
structures that support that process. Schools cannot do it alone.
Communities cannot do it alone. They need each other. They need to
be equal partners in this rather than adversaries. If each gives up
"control" and enters into relationships of mutual participation,
their respective expertise and knowledge can serve the goal of
helping each child develop. Technology provides a mechanism through
which to establish these partnerships. Educators have a unique
opportunity at this time, during these early stages of the
technological revolution, to be LEADERS in helping to develop these
needed pathways.
Communities are beginning to take on more leadership in providing
access to technology and networking capabilities. Partnerships
between educators and community technology centers widen the base of
support and deepens the well of resources for both entities. These
partnerships, if seriously pursued toward mutual benefit, expand the
capability of schools and communities tremendously. Such
partnerships require educators to share power and be willing to see
themselves in relationships of equal exchange and value with
community people. Community people need to assume more
responsibility for leadership in their communities, collaborating
with other organizations and groups toward the common goal of
developing each child's portential.
It's not a paint-by-number endeavor. There isn't a blueprint that we
can follow. It is a process---a process that requires developing new
relationships, new ways of thinking, new actions, reflection and
investigating motivations, expectation and personal interests. It's
a process that needs to be described as we are in it.
Participatory research methodologies are necessary to begin to map
the community neural-pathways, the new patterns of relationship, and
the material that gets passed through these connections as the
networking infrastructure develops across institutional, geographical
and socio-economic boundaries.
Rather than thinking top-down and bottom-up, we need to think
latterally and diagonally, intersections, and parallel patterns. We
are weaving connections and relationships and need ways to lift these
up. We are in the process of expanding our collective intelligence,
our collective ability to help each child develop his/her potential.
We are in the process of expanding our collective ability for
communities to reclaim their authority as teachers and learners and
for regenerating their vitality as economic centers.
These patterns defy institutionalism. The insitutional mind-set will
continue to chase its own tail while the rest of us weave the cloth.
Is there any NIE project which involves communities which has a
participatory research methodology integrated into it?
===========================
Kathy Schroerlucke
Voice: 412-351-4311
E-Mail: kathys@ctcnet.org
===========================