has that focus come? Gerry does recognise that if that focus comes from him/her, then a power thing…about what I would like our course to “it’s develop in” and this would be a similar position for Sam, Charlie and Alex: – is all going to be based on what your own experiences are” (Gerry, Int2). “this Sam puts a different perspective forward, telling us that otherwise “unless directed….I’ll actually say do you want me to look at in particular and ‘what use that as a focus.” (Sam, Int2). In this way, Sam places the emphasis and choice in the hands of the observee. Although these two extracts demonstrate individualised reification within the discourse, the orientation of this actually comes from different sources: with Gerry, this is from the observer and with Sam, this comes from the observee. We have begun to unpick some of the threads woven within the continuum of practice, with some of the coded themes coming through strongly in the dialogue: knowledge, identity, language, relationships and power. To a lesser extent, there has also been evidence of the themes: getting ‘other’ started/progress, information exchange and reification. So, where do we go from here? 4.5.0 Conclusion and where next? – This chapter has focused on the relationships between the participants (at and level), and also between the participants and the ‘‘micro’ ‘meso’ environment (‘meso’ level). The research has discussed the interactions, the anticipations and expectations, and the reflections which have arisen. If we return to the story of our young Shaolin monk (who has been absent for some
has that focus come? Gerry does recognise that if that focus comes from him/her, then “it’s a power thing…about what I would like our course to develop in” – and this would be a similar position for Sam, Charlie and Alex: “this is all going to be based on what your own experiences are” (Gerry, Int2). Sam puts a different perspective forward, telling us that “unless otherwise directed….I’ll actually say ‘what do you want me to look at in particular and use that as a focus.” (Sam, Int2). In this way, Sam places the emphasis and choice in the hands of the observee. Although these two extracts demonstrate individualised reification within the discourse, the orientation of this actually comes from different sources: with Gerry, this is from the observer and with Sam, this comes from the observee. We have begun to unpick some of the threads woven within the continuum of practice, with some of the coded themes coming through strongly in the dialogue: knowledge, identity, language, relationships and power. To a lesser extent, there has also been evidence of the ‘other’ themes: getting started/progress, information exchange and reification. So, where do we go from here? 4.5.0 Conclusion – and where next? This chapter has focused on the relationships between the participants (at ‘‘micro’ and ‘meso’ level), and also between the participants and the environment (‘meso’ level). The research has discussed the interactions, the anticipations and expectations, and the reflections which have arisen. If we return to the story of our young Shaolin monk (who has been absent for some
Observations_a%20vehicle%20for%20enabling%20learner%20voice%20and%20developing%20expert%20learners.docx