A wise man once said…………

Martin, I’d like to pick up a couple of the points made in your most recent blog “On Social Evil and Ephebiphobia”
Having been at the wonderfully rich CLIS / EICIN symposium, I agree that the young people really did have much to say about inter-generational dialogue but I wonder whether the pendulum swings too far if we claim that inter-generational dialogue in the virtual world can only be between people who have met and are well known to each other in the real world first. Does this need qualification? Are you talking about meaningful dialogue, productive dialogue, mutually beneficial dialogue???……..your claim is an interesting one that I think we could explore further.

I was also struck by what Tanya said about young people having technological capability but lacking wisdom and people like ourselves having the wisdom…this makes me feel a little itchy. To be completely corny (apologies) Confucius stated that wisdom can be learned by three methods: Reflection (the noblest), imitation (the easiest) and experience (the bitterest). According to “Doctrine of the Mean,” Confucius also said, “Love of learning is akin to wisdom.
In what ways are we wise???? Answers on a blogcard!!
Fiona

On Social Evil and Ephebiphobia

There are, according to the Joseph Rowntree Foundation, ten social evils in our present age. Young people are one of them – either the victims of evil or the perpetrators of evil. That should come as no surprise to anybody who attended Professor Tanya Byron’s inaugural lecture which took as its theme, ephibephobia, the irrational fear or hatred of teenagers. Ephebes, teenagers; phobia, fear. Various reasons were given for this irrational fear. The media are culpable. So are government. On that, Tanya and the Joseph Rowntree Foundation appear to agree. As Tanya also rightly pointed out, in a freedom loving democracy, we get the media we deserve (we buy their papers) and the politicians we deserve (we vote for them). So actually, the media and the government are us. Does that mean that WE are culpable? That YOU and I are a social evil? Tanya pointed out the difference between the hysterical, blame-anybody-but-me driven UK treatment of the Jamie Bulger case and the measured, corporately responsible, soul searching treatment by the Norwegians of a similar case in which a five year old girl was murdered by young boys. This is a pattern that fits the UNICEF Innocenti Report which places the UK firmly in 21st place out of 21 on the two crucial measures of family and peer relationships and behaviour and risk. We don’t love our children, and the consequence is that they behave badly and take foolish risks.

Well, things aren’t that simple, of course. For a start, “we” and “they” are stretching aggregates and generalisations too far. On the same day as Tanya’s inaugural, CLIS held an intergenerational identities symposium in which young people and older people uniquely came together to discuss the ‘social evil’ of – ephebiphobia! What wonderful young people they were. We were also delighted to welcome Tanya to our morning session. We were treated both to a sneak preview of the inaugural and also to Tanya’s responses to some of the young people’s presentations. What did we learn?

Well, the first thing is that we have an answer to the question Is Facebook replacing parents? with which we tagged this symposium some six months ago. The answer is that no it isn’t. And neither is Bebo, MySpace, Ning, Zwinkey, Second Life or any other virtual world. Early attempts at inter-generational dialogue appear to suggest that the virtual world is nothing more than a technological extension of the real world. As far as on-line identities go, we have a very clear answer. Inter-generational dialogue in the virtual world can only be between people who have met and are well known to each other in the real world first. A lot more of that in later blogs and forthcoming symposium outputs.

The second big thing that we learned is that we are probably right in CLIS to pursue our hexagonal identity model (see our website if you don’t know what that is!) Whilst symposium participants were brought together on the basis of generational difference, they were probably more united by similarity of social class than divided by generation. That really does open a can of worms as well as future challenges. I loved the suggestion that a future symposium should have a video link to enable the participation of incarcerated young offenders. It also points to two more “evils” that exist alongside ephibephobia: the breakdown of family and poverty. We have an appalling rich-poor gap in the UK and I seem to recall Tanya hinting that amongst those most ready to condemn the young might be those who could themselves be more condemned for their inflated sense of self-importance. Indefensibly high salaries might just be part of it. Greed is the simple word. All these things were also identified in the Joseph Rowntree consultation as “social evils”. The UNICEF report on the UK’s league table position for tackling child poverty does not make comfortable reading either.

How are these evils, including ephebiphobia to be tackled? Well, according to one fourteen year old delegate, we should have “less academic blah blah and more action!” We should do something! Yes, I am very aware that our youngest delegates noticed that adults just will take things over and be boring, even in inter-generational dialogue. Point taken uncomfortably with sharp intake of breath! But I also take comfort from what Tanya said to the young people about the fact that older people do have wisdom – wisdom that comes at least in part from much reading, deep reflection and theoretical analysis. So I’ll continue to do that. Of course, when the technology failed at a vital moment in the symposium, I automatically called on one of the young people for rescue. Thank you for that! Encapsulated there is another major symposium outcome that Tanya summarised nicely. Young people have fantastic ability to use new media and they’ll always be ten steps ahead of me (even though I have a Second Life avatar!) But they don’t have the wisdom of years. And there is the real way forward for inter-generational working. Creative use of new media plus wisdom.

So how about this action? Well, starter for ten, CLIS is already signed up to the Children’s Rights Alliance’s campaign against age discrimination as a corporate supporter. Did you know that? Have a look at the CRAE website. We had some very interesting discussions around the similarities between the suffragettes and the current high levels of discrimination against children and young people (yes, the UK government are in trouble again!) This was also one of Tanya’s inaugural themes. To quote a Y10 delegate exactly: “If the media treated disabled or ethnic minorities the way they treat young people, they’d be absolutely slammed.” Yes, I think they would. So isn’t it about time we used our position as academics and articulate social commentators to start “slamming” the social evil of ephebiphobia? The young people have the technology. We have the wisdom.

Induction into Teacher Education

‘Induction into Teacher Education’ describes a support and development programme for tutors new to teacher education. It has been piloted during the course of this academic year and a revised and extended version will be available in the next academic year, 2009-10. It will also be opened up to all members of the Faculty of Education, Edge Hill University, who are interested in scholarly and research-informed approaches to teacher education in all its settings.

To that extent the programme does not adopt a ‘nuts and bolts’ approach to extending tutors’ ‘craft’ skills. Instead, its concerns borrow from the focus of the Faculty’s Centre for Learner Identity Studies. The Centre has a number of ‘identity strands’ to it and, in this case, Induction into Teacher Education is principally focused on ‘transitional identities‘; that is the ways in which teacher educators undertake a transitional journey from expert classroom practitioner to the role of shaping and supporting the intellectual and professional development of both intending and more experienced teachers.

Research over very recent years has exposed the problematic nature of that journey as opposed to a comfortable and still prevalent assumption that the transitional experience is both smooth and relatively uncomplicated. Teacher educators are perturbed by questions and issues relating to perceptions of their role – questions about purpose and principles; the theoretical frameworks in which to place their own pedagogic practices; the tensions between their own learning and teaching values and the contraints and imperatives of public policy bodies and the local classroom settings in which teachers’ professional orientation and skills take shape; and, crucially, the complexities and challenge of interrogating and evaluating one’s own beliefs and practice and their impact on novice teachers’ sense of their own evolving ‘identities’.

Commentaries on this agenda are warmly invited before finalising the details of a new programme. Participants in the programme will have access to a customised ‘Wiki’ which will incorporate a set of academic and professional tasks (or points of reflection) supported by a repository of research literature and comparative case studies.

Dr Graham Rogers

Reader in Educational Development, Faculty of Education, Edge Hill University

The Faces of Muppetman!

I couldn’t resist picking up some of the points made by Martin, Damien and Mary around assumed identities online. I take the points made about identities often being topic driven and I agree that the anomalies are certainly worth thinking about. I also agree with the point made by Mary that we, perhaps, need to examine the ethics of living in this epistemic world; not least because I understand that there has been a rise in depression / suicide in the U.S. that is alleged to be related to the points that Damien made about individuals with physical disabilities. It would seem that creating an avatar of what you think is your ‘ideal self’ may have ethical implications.
I was also struck by the question that Martin posed relating gender identity given that, in the incident discussed, generational identity could seemingly be diminished.
What makes me somewhat uncomfortable about all of this is the underlying assumption that our identity is solely invested in a physical image, avatar, photograph, name tag.
What about the identity that we create in the way that we write; in what we write? Aren’t we in danger of oversimplifying the concept of identity to the point that we may completely misunderstand it?
Fiona (a.k.a. f3538!)

‘Prepare a face to the meet the faces’

Hi Martin,

It is very interesting to read about the responses of the scouts to your questions about on-line identity and avatars. As I said to you yesterday after your presentation, assumed identities in the on-line environment seem much more topic-specific rather than generational or gendered [and this is perhaps the biggest difference between online identities and real-world identities] and the scouts seem to support this opinion. For example, in an online forum for, let us say, Manchester United supporters, it won’t matter whether the members are old, young, black, white, male, female. All that counts is that they support Manchester United: the topic is everything, and it frames the parameters within which people choose identities. Therefore, very few people feel the need to reveal their real identities. In fact, if you visit such fora, many avatars will be built around the identities of actual or past members of the football team in question. So, on a Liverpool site you will find members like Torres4ever, Gerrard84, etc.

Now, on a forum where the topic is not the prime motivator, such as Facebook, then people are much more likely to assume their own, real-life, identities. I read about a very interesting example of this. When Second Life first emerged as a cultural phemomenon, one of the first social groups to swarm to it was the physically disabled. In the Second Life world, they were able to fly! They could transport themselves through a virtual-physical world without any problem whatsoever. They could assume avatars that made no reference whatsoever to their physical disabilities. In a sense, Second Life gave them a taste of what it would be like to be as able-bodied as anyone else.

However, the functioning of Second Life evolved. Where it had initially been a predominantly role-playing type of thing, it now became an extension or alternative of real-life. And a strange thing happened. Physically disabled people began to include wheelchairs with their avatars. Their disability was such an important part of their real-life identity that it became necessary for them to include it in their virtual identity.

So, I think this noition makes anomalies even more interesting. The example of the music teachers’ forum that you gave yesterday is a case in point. That is a forum that is topic driven, yet some people still felt the need to assume an identity and some felt the need to give their own real-life identity. Was this because of convention? Or their perception of convention? Or ignorance of convention? Or was it, as the scouts said, a means by which they could assume an identity and thereby contribute opinions that they were testing out? Perhaps assumed identities are a form of psychological play that enables people to experiment with identity-forming opinions and perspectives.

I think it would be interesting to guage the behaviour of the two types of forum members. Are those who assume identities more likely to post controversial opinions because their identities are hidden? Are they more likely to be rude? Are there more assumed identities on a topic-driven forum than a social networking forum? (I think the answer would be a definite yes to that last question).

best regards,
Damien

p.s. I decided to try to post in reply to your Muppetman posting rather than comment, and thereyby keep the blog ticking along on the most recently updated blogs hit-list.

Muppetman wins the day

Those who attended yesterday’s Research Exchange may be interested to know the outcomes of my identity explorations with the Ormskirk Scouts.  Well, most impressive, as young people so often are.  Live photos are not generally the way forward to present your identity on-line.  My conversations with the young people suggest this:  “When we enter cyberspace, we enter a new world.  We don’t take our old world with us and try to represent it.”  Muppetman (created using avatar cartoon design software) is a unique, cyber-identity I have taken on in a world in which generational identity is diminished in importance.  Key to the young people is in fact the uniqueness of Muppetman.  They will trust that identity because it has been uniquely created for that purpose (and this kind of identity creativity is very important to young people).  Your photo, they said, could be anybody’s.  And I seem to remember some colleagues saying the same thing at Research Exchange.

But here’s a new challenge for MuppetMAN.  If generational identity is diminished in on-line fora, what about geneder identity?

For those who did not attend Research Exchange, the challenge for academics, I currently feel, is to be clear about where the boundaries are betwen the representation of the real world (the standard web site?) and the entrance to the alternative cyber world.  Posts welcome, your attendance at the EICIN Symposium at Woodlands on 24th March even more welcome.  You will meet some very creative forward thinking young people!

Are we web literate?

My shall we blog? post has generated some interest and response.  Significantly, it generated a lot of old fashioned, real (i.e. not virtual) face to face discussion at the Research Nurture Groups conference held in Education today.  Colleagues wanted to know things such as “is it just another thing to do after e-mail?”   Well, is it?  More to the point, I have been operating a policy of “if it’s not on the web, it doesn’t exist” for some time now.  Yet I am constantly asked for information that I have taken considerable trouble to make available, in definitive format, on the web.  Answering such queries takes time that could have gone on bid writing or publishing.  Putting the stuff on the web in the first place certainly does.  So is it rude to say “look on the website?”    And are we aging academics still, in reality, living in a pre-web world?  Is our collective academic identity, our instinctive where to look, still non-web based?  I seriously think we ned to address these questions if I am to look people in the eye and say, “yes, blog.”

Should we blog?

Today at FRKTC, we discussed whether academics should spend all their time writing papers or at least some of it writing blogs.  The vote went in favour of blogs.

So, the CLIS blog has been latent for almost a year, but no longer.  Nevertheless, the question remains.  Let me put it a different way.  How compatible are the identities of blogger and published academic?