This is the abstract of a paper submitted for publication. The details of the methodologies are available through the link at the end of this abstract.
This paper is concerned with how our identity as a learner is a key indicator of our level of engagement and agency. Our learning identity is revealed in the stories we tell about ourselves as learners. As teachers this narrative shapes our approach to pedagogy and with students it shapes our engagement in formal learning. We present two metaphors – ‘learning as script’ and ‘learning as design’, which describe the patterns we have observed in our data drawn from studies in the UK and Australia. These metaphors can be described as attractors – two quasi-stable states in a complex social system which apply at the levels of policy makers, leaders, teachers and students. The ‘script’ orientation has been found to be dominant among teachers and students. We examine the approaches to teaching and learning which are associated with it and the alternative minority orientation of teaching and learning as ‘design’. We suggest that the approach of ‘learning as script’ produces outcomes that are inconsistent with the desired outcomes for learning in the 21st century.Ruth Deakin Crick, Chris Goldspink, Margot Foster Graduate School of Education, University of Bristol Incept Labs, Sydney Australia, South Australia Department of Education and Child Development