Récits de résilience.

Je ne pourrais vous dire pourquoi cette envie m'est venue à cet instant.

C'est ainsi.




Peut-être cela vient d'une fatigue d'être trop "compris"?

Peut-être cela vient de l'ennui?

Peut-être cela vient d'une fatigue d'être celui-là?

Voilà ça doit être ça.

Je suis fatigué de celui là qui m'est trop familier.

Je ne suis plus celui-là.

J'avais presque oublié.

En tout cas, j'écris ainsi à l'instant.

Je me suis lancé un tel défis.

Mais non, ce n'est plus un défis figure-toi!

C'est curieux.

Ce n'est pas dans mes habitudes ici.

Pourtant, cette langue me baigne depuis si longtemps.

J'oublie presque qu'elle m'appartient...presque...idiot va!

Pourtant, cette langue m'a servi de moyen de sauvetage.

J'étais épave, je ne la suis plus.

Je me suis éloigné en ramant.

Ces répresentations trop familières se transforment en parole libre.

Oui, je fais du sens ainsi...aussi incorrect soit-il!

Je largue les amarres.

Pourquoi n'avoir pas oser auparavant?

Au théâtre j'avais osé bien plus.

Petit joueur va!

Je fuis les habitudes, la sécurité.

Je passe quelques heures à creuser le sillon de la résilience.

C'est un champ fertile.

Il m'a fait découvrir les récits de Boris Cyrulnik.

Il m'inspire cet homme ou d'autres m'ennuie à mort.

Je me suis tombé sur une conférence de Cyrulnik et de Kaufmann entitré:

"Comment la technologie modifie la manière dont on se pense."

Il est à revoir.

Je me suis acheté l'autobiographie de Cyrulnik: "Sauve-toi, la vie t'appelle."

Alors là, je suis captivé par son narratif.

Je pioche, à droit et à gauche.

Résilience. B.Cyrulnik #rhizo16 pic.twitter.com/yb9nvfdX1d

— Simon Ensor (@sensor63) April 5, 2016

En le lisant je me rends compte pourquoi je me suis mis à écrire en français, je me sens claustrophobe soudain dans un groupe devenu trop familier.

"Quand, dans un groupe, on partage un même récit, chacun est sécurisé par la présence de l'autre".

En effet:

"Les récits partagés, les mythes racontés, les prières récitées côte à côte sont d'excellents tranquillisants culturels."

Je me vois un instant devant une église.

"Tant qu'une institution s'appuie sur des instincts forts, elle n'admet ni ennemis ni hérétiques: elle les massacre, les brûle ou les enferme."

Pendant longtemps je me suis tu.

Je fuyais un paradis prisonnier.

"Ce serait merveilleux de vivre ensemble dans une cité pure et juste d'où le mal serait éradiqué. Nos relations seraient angéliques. Nous serions transparents puisque tous pareils, sans différences, sans étrangers, nous n'aurions rien à cacher, nous penserions comme une seule âme."

L'horreur.

"En Utopie, il n'y a qu'une seule représentation du monde, celle du Chef vénéré qui programme notre félicité, les lendemains qui chantent et mille ans de bonheur."

On peut bien se demander comment établir

"Une relation réelle, alors que notre utopie nous coupe de ce réel?"

Je me reconnais un instant à lire ce passage, cette personne que je suis devant une église.

"Malheureusement, j'ai eu très jeune le goût du doute qui donne plaisir de ne pas se soumettre à la récitation commune, mais qui prive en même temps du plaisir de se soumettre à la récitation commune."

"On est mal à l'aise quand on doit choisir entre le bonheur dans la servitude qui nous sécurise et le plaisir du cheminement personnel qui nous isole."

Je me retrouve devant l'église.

Land ranging and roving.

There is a book on my shelf.

It is waiting for me to take the time which it deserves.

"Landscape and Memory." 
Simon Schama

We have become illiterate to the land.


How much have we written on its surface?

I look at the map.

Map

A diagrammatic representation of an area of land or sea showing physical features, cities, roads, etc.a street map

MORE EXAMPLE SENTENCES

• The discovery of the city wall remains was not a surprise to the City Council as maps had pinpointed Peter Street as a location for the historic ruins.
• You have to identify a street with a name, using a map or a road sign.
• There have been no measures initiated nor a road map charted out, to rectify such fiscal imbalances and to restore balance for long term growth.

A river arcs across the grid.

It continues beyond the fold.

How will I gauage its flow?

I put my licked finger to the wind and wander North.

I come to a fence and a sign.

The threats stop me in my tracks.

Ranger

A keeper of a park, forest, or area of countryside:park rangers

MORE EXAMPLE SENTENCES

• That was not a secret in the city, and the police and park rangers turned a blind eye.
• Most students were restless while the park ranger explained about the animals in the area.
• During the trip, one of the kids is bitten by a snake and their guide, the park ranger, heads back to base for a serum.

I turn around the barbed forest, looking for open ground.


Rover

A person who spends their time wandering:they became rovers who departed further and further from civilization

MORE EXAMPLE SENTENCES

• I could take on a crew and sail to Canada in my own boat instead of booking passage, or turn into a rover of the sea, going where I please and doing what I like.
• But who is he, this invisible being that rules me, this unknowable being, this rover of a supernatural race?

Book

A written or printed work consisting of pages glued or sewn together along one side and bound in covers:a book of selected poems

MORE EXAMPLE SENTENCES

• After some serious research he wrote a book on the subject, Ancient Mosaics in Bulgaria.
• Rosie bought me the DVD along with a book on philosophy.
• I sat there a while longer, staring down at the vellum pages of the book on the low desk before me.

Memory

The faculty by which the mind stores and remembers information:I’ve a great memory for faces[MASS NOUN]: the brain regions responsible for memory

MORE EXAMPLE SENTENCES

• No problem there, I have a terrible memory for names so didn't even remember them five seconds after leaving the room.
• She still has a great memory for all the old Irish songs and poems.
• All creatures do need a memory for basic functioning and survival.

Wide ranging questions.

The more maps we need the more we lose/have lost our (emotional/physical) attachment to the land?

What is close reading if we are detached?

Is writing to be detached?

Apparent detachment brings paradoxical attachment.

Is it to be "out of body" or is it to be "embodied"?

I know knot what I write.
(He keeps the typing error k)

Roving

I am roving across the page. I pause an instant.

There are decisions here which are hardly conscious.

I reach out for a defintion.

One definition calls over another.

A song.

I am conscious of the space.

I pause an instant.

I remember.

I pick up the memory of a man who has lost his.

I place it there.

I scroll up.

I retrace my steps.

How much of my memory is dependent on what others have forgotten?

Where was I now?

I had Googled Domesday Book.

We are surrounded by cartographers, rangers and accountants.

We are much endebted.

References.

Blommaert, J., 2010, Historical Bodies and Historical Space.

Schama, S., 1996,  Landscape and Memory

Wesch, M., 2014, Why we need a why.

Mapping strategy.

In my last post here, I was reflecting on the place of story in maps.

Our maps unfold as desire moves us...

The routes taken by others may be a help, an inspiration or an obstacle to our freedom.

I have been browsing Daniel Bassill's Tutor Mentor Site while reflecting on strategy.

I think of strategy as a means to enable adaptive action rather than a template which limits action.

There has been a clear strategy to maximise the possibility for spontaneous connection/play/dialogue.

There is an underlying desire to change relationships to nurture learner leadership.

Thanks to Terry Elliott and his leadership in annotation, I have been picking up on aspects of Daniel Bassill's site.

https://via.hypothes.is/http://www.tutormentorconnection.org/

I am just getting used to Hypothes.is having played with Diigo but am yet to really master it.

I note down annotations from Daniel's site here:

Enabling learner voice

https://hypothes.is/a/AVK79YdgvTW_3w8Lyx5U

I immediately see a connection to what I was doing earlier.

I was thinking of how I have been using learner/teacher/mentor narrative to modify the narrative space in which we work.

I note that this blog is my own narrative space. I suspect that as a narrative space it is also my map.

I think back to Narrative Essence...

It is perhaps atypical but enables me the freedom necessary to be really me.

I take a quick look some of the different resources that I have assembled over a period of five years.

• CLAVIER History

I take a look at how CLAVIER is emerging and try to map the movement this year.

There is a clear movement away from trying to establish a horizontal multiplicity of institutional partners to a core group of partners and then making deeper connections with existing online or offline communities.

• Language Learning Stories

I note that students' narratives are evolving. 

The introduction of blogging enables such stories to be more easily shared.

These articles are typical:

• My English Learning

• How I learnt English

They are more aware of the inequity of access to language learning communities and their motivation to learn is increased or at least their realisation that the classroom system has failed them means that they are less hard on themselves.

The education system not only fails them in languages, lack access to professional networks also limits their future life choices.

I realise aloud here, (up to now I was focussed on language learning) this is a much deeper problem. 

I think back to Daniel Bassill's tutor mentor work...

I resolve to widen my communication...

I resolve to widen mentor development.

I resolve to organise more meetings to work on this intra-institution at first.

• Mentor Stories #clavstories

Mentor stories such as these have had an effect on changing narrative space of students and teachers.

A student remarks on how a mentor has enabled him to widen his horizons as to future employment.

• The Diversity of Job Opportunities in STAPS

The same student talks of learning of the importance of networking thanks to another mentor.

• The Importance of Networks

Networks have been key to my own learning and efforts to build up an effective network of ex-students has proven again and again time well spent.  The institution unlike elite higher education institutions has no effective alumuni association. Students pass through, pass exams, and pass out of view. 

I note with pleasure a conversation with a current student who was able to use my contacts to help him quickly develop an event.

Mapping stories:  

https://hypothes.is/a/AVK8AhAXvTW_3w8Lyx55

The importance of connecting and visualising space and connecting story is remarkably present in Daniel Bassill's site.

I have been obsessed with learning space and its effect on learning. I have collected images of how our learning space has changed from an isolated classroom. A few years ago the learners were anonymous students.

With traditional interaction orders.

To a fluidly connected learning hub.

Where individual learners are reflecting and sharing their reflection on educational roles.

Modifying learning spaces to include diverse personal/professional spaces and reimagining existing learning spaces.

• Images of Learning spaces 

And contributing to local communities while learning English and developing their literacies.

Keeping images of learning spaces has enabled active participation in a wider institutional projects.

• Project for new Learning Space

Communicating more widely has enabled participation in projects to develop local communities.

• Spaces, places and people

Identifying Leaders/Partners

Thanks to student recommendation I have been put in contact with a teacher who is enabling learners to participate in meaningful associative work as part of their course. I have arranged a futher meeting. I am building up cross generational mentoring between year groups and between ex-students and current students and between other diverse mentors.

If I consider meetings over the past couple of weeks:

• Establishing Connection between Finnish educators and local secondary school
• Meeting with passionate young educator in the UK with motivated trainee teacher in France to participate in conference via hangout
• Meeting with research colleagues in France, UK and Poland
• Meeting with Polish employees of local multi-national and making connection with Polish colleagues
• Communicating with Polish preservice teachers mentoring and researching local learners
• Meeting at student-organised salon with key teachers

Redefining communication channels

I need to redefine boundaries of online spaces that I have set up.

Personal Web-Site: Tâches de Sens

CLAVIER Web-Site: clavedu.org

I need to spend a good deal of time to organise and put online the resources - like some of those here.

I need to work on and share my adaptive map of changing educational space.

Such a space is open to local and international communities and builds on narrative and learning which is generated not by a group of 'experts' but by wider community/ies.

This is education for the benefit of wider communities and not for a select number of lobbies who seek to generalise their dominant narrative and profit from the dependence of globally interchangeable, standardised, operatives.

PISA needs to be challenged...

I find myself quoting Abraham Lincoln:

"The best way to predict your future is to create it."

A vantage place.

There are a hundred and one things...

There are a hundred and one places...

That makes two hundred and two.



This time.

It counts for nout.


There aren't a hundred and one people.


This vantage place.

It is yours.

It is his, alone.


So, Sod it.

So be it.

So will it.


Those flames are lapping around his perch.


Concentrate on his bloody lot.


Retreat is hopeless.

Take solace in this burning heart.


Dry tears. Fix grin. Walk precarious. Breathe, breathe...Falter not. Pace, stride. Sway perilously.

Along line...


Mine that burning heart.


A vantage place.

Let it burn.

Sorry this isn't easy.



Foot note

This incongruous piece willed to be written.

I let it out for a walk.

It said its piece.

It left said and done.

Aside

I was taken up with a curious presentation of Bret Victor's shared by Terry Elliot.

I share it here as this is somehow, (or may be later,) I feel, weirdly tied up with it.

http://impedagogy.com/wp/blog/2015/08/01/bret-victor-a-revolutionary-look-at-embodied-dynamic-cognition/

There is something here which touches me on a number of intuitive levels.

What is it which attracts us to the tight-rope walker?

Is it pain and joy which draws us out?

Is it pain and joy which beckons us?

I have no idea what that might mean.

I shall leave it here for reflection.

Not sure why.