The Practice of Values

#Adult Conversations

I sat down to summarise my research for the second week of #52Weeks52Speaks but something else was on my mind. Any piece of research has to end somewhere and I cut the threads on my Community Education Imaginary when I handed in my PhD dissertation back in October 2020. But it was an activist project from the start and so the Imaginary itself has rolled on past that point, gathering and developing ideas. And I am caught up right now in the idea of replacing structures with practices; specifically practices of care.

I spent several years looking at English community education through a posthuman lens: fresh concepts which enabled me to question the fundamental structures, processes and language of our service(s). My reading, thinking and discussions with others encouraged me to make a new design for my own life, based on regular practices and a personal, affirmative ethics of joy, rather than operating within the framework of an organisation (I talked about this for TEDx Doncaster in October 2019). This approach isn’t for everyone, but as I sifted through the generous contributions of 400 research respondents, I glimpsed how it might be possible to construct education itself as the practice of values.

My research identified ten practice values and five lines of flight for activist projects: values led practices of design, pedagogy, alliance, research and professional learning. #AdultConversations falls squarely in the practice of alliance and it’s a delight to see this activist campaign begin to unfold.

Adult and community education is not without alliances and at a level where people try and influence policy, you do tend to bump into the same people in different settings. We wanted to be certain that #AdultConversations added something new.

Firstly, we are time limited. The three of us – me, Jo Fletcher-Saxon and Mel Lenehan – are giving this campaign our best shot for one year – 2021 or bust. By January 2022 we sincerely hope that conversations spinning out from #AdultConversations will have their own activist energy and that change is happening on the ground…we’ll step away from the helm and be involved then in the projects of our choosing.

Secondly, we are expansive and by that we mean we’ll be actively seeking out people to join the movement from all the tributaries of adult and community education – that means not just further education, not just higher education but all those places outside of education where adults go to learn – third sector community work, the climate change movement, trade unions, youth work to infinity. We’ll build relationships with other campaigns in the same space, such as Right2Learn whose excellent manifesto was published a few days ago.

Thirdly – and perhaps most importantly – we’ll practise those those ten values in everything we do: not least, right now, the practice of an ethics of care. We model this in how we three take care of each other, noticing when someone is tired and needs to step out for a bit. In how we encourage others to write for #52Weeks52Speaks, offering a helping hand whenever we can. And when we bring people together for our #AdultConversations Regional Roundtables you’ll notice that our facilitation is focused on making sure everyone there is equal as a thinker.

It feels like the right time to be doing this, while we are all going through it. If my research taught me anything, it’s that people want to work and learn in environments which care not only for the whole human, but for the landscapes and creatures with whom we inhibit this earth. We’ve got a chance to build our little corner of a better world and we’re here to take it.

The Stars Collide ✨

This blog was inspired by this morning’s #JoyFE💛 Ideas Room. I’m writing it, but equal credit goes to Jackie Rossa, Jo Fletcher-Saxon and – above all – Hannah Woolgar, because I wouldn’t have got here without our constellation this morning. Thanks also to the genealogy of thinking which led me to Nassim Nicholas Taleb‘s ‘Antifragility’ via Nancy Kline’s latest book, ‘The Promise that Changes Everything’ and onto the brilliant work of Sam Conniff Allende, author of ‘Be More Pirate’.

Caveat: I’ve still got a lot of reading, thinking and listening to do.

The stars collided this morning around all of this and our enduring experience of the pandemic (and everything else that’s happening in the world), plus the posthuman perspective of my thinking and practice over the past few years and a desire to articulate the philosophy I bring to #JoyFE💛 – which is both the place I get my strength and the joyful work of my heart.

I’m reading all of the above, at the same time, plus Brené Brown’s ‘Dare to Lead’, which is always pertinent and also timely, as it’s the subject of the #APConnect Reading Rooms on Friday. I’m trying to practice an ethics of joy and care in everything I do, which involves challenging a lot of my own internal narrative.

And I’m seeing a convergence which has so much promise. As I read it, ‘antifragility’ is the counterweight of what Jennifer Thetford Kay so helpfully termed ‘gobackery’ right at the start of first lockdown. It’s a concept which means that not only do we survive adversity, but we thrive on it. It means seeking out and challenging the assumptions, norms, binaries we take for granted and which are enshrined in the monuments and documents of our society so deeply that we believe not only have they always been there, but they always will be. They are held in place by language and by the hierarchies, structures and processes we operate within.

What would it mean to operate out of communities, rather than organisations? Those of us involved with #JoyFE💛 and other grassroots constellations already do both, which creates tension – yes – but also opportunity to find new spaces in which to unfold our thoughts. Here we can recognise gobackery in all its forms and start to challenge documents, in the hope of pulling down the monument. As we said right at the start of #JoyFE💛 we want to do different things, rather than the same things differently.

In the Ideas Room, Hannah was reminded of her time at sea. Seafarers have to be antifragile, since every moment is unexpected. They learn not just to live with that but to embrace every wave. We are in the ship together and we’re not just trying to reach the gobackery of the distant shore. We want to embrace our identity as pirates, sailing on the sea.

Photo by Per Bjørkum on Unsplash


getting beyond places of pain to an ethics of joy

Working Class Academics Conference 14th and 15th July 2020 (may have embroidered a bit in presentation 🙄).

Lou Mycroft

Since this conference was announced six months ago, I’ve been on a journey inside myself and back out again. So I want to start off with a big thanks for even the idea of the next two days. Also, you’ve probably noticed already that my slides and me are not aligned. This is deliberate – I find it freeing! So the slides will rotate and I’ll talk and you, hopefully, will let your thoughts go wherever they need. 

Like many people here, I didn’t know that I was working-class until I went into an environment where people treated me as though I was less important than them, on the basis of where I came from. On the contrary, I’d been accustomed to seeing myself as fairly privileged because, although my dad – a plumber, a real grafter – was permanently out of legitimate work by the time I went to uni, we didn’t live in the kind of abject poverty I often saw around me in early 80s South Yorkshire. 

I failed my honours degree and that crushed my aspirations for the next ten years. It wasn’t until I had my son Fraser – who is speaking in the first session tomorrow! – that I started to believe I could have some influence on the world. 

This presentation isn’t about me, and at the same time it’s inevitably about the way my life has coloured the work I do.

I work in further education and further education is a working class service, as my friend Rania Hafez says. We don’t talk about that. We don’t talk about the fact that black, brown and white working class people make up the bulk of our students, many of our teachers and hardly any of our leaders. And we treat them – staff and students – like battery hens. Which, when you think about it, is a fine preparation for a life working like a battery hen in places like the Amazon warehouse because, after all, as the education secretary Gavin Williamson said only last week, the main purpose of education is to get you a job.

I’ve educated myself out of having a job. Like my dad in the early 80s, I’ve found that the only way I can be myself is by working for myself, though I have to say that I do – eventually – pay my taxes. I both jumped and was pushed from my 20 year career in an FE college – jumped because I liberated myself through European philosophy – more of that in a moment – and was pushed because, eventually, I was just too much myself by which I mean that I wasn’t content just to be working class, letting middle-class colleagues leapfrog over me with my own ideas, I had started to talk about it too.

Have you found this in public service, in academia? It’s OK to be working class as long as you don’t talk about it? Cos it’s cool to be around 

I want to talk with you today about how doing a PhD has liberated me to think differently about what FE can be. I’m studying with Huddersfield, where it’s OK to be working class though I do have to say it’s a bit more awkward to be a working-class person who rejects Marxism in the course of learning how to think. My frame is posthumanism, and even as I tell you that the genealogy of posthumanism comes from the Enlightenment Dutch philosopher Spinoza via Deleuze and Guattari and Paris 1968 I feel a complete dick. You can take the girl out of Mexborough! But posthumanism allows me to lift up the huge crinoline of social construct we labour under and take a glimpse of what’s really there – humans and the non-human world that’s all around us.

Don’t worry, I’m not going all, ‘All Lives Matter’ because it’s very clear some lives matter more than others. At the core of posthuman thinking is Vitruvian Man, elevated in Enlightenment times to become the ‘perfect’ human, the David Beckham of his day. This is the biggest crinoline of all, that concept of ‘human’, internalised as it is in us all. Vitruvian Man formed the theoretical base for colonialism, for the othering of any one of us who isn’t as white, as male, as ‘whole’ (I put apostrophes round that), as privileged as he is. 250 years later, the philosopher Simone Bignall wrote that the further away we are from Vitruvian man, the nearer we are to death in this global Anthropocene, this time when humans have done so much damage that the Earth will never recover.

We like to think that education can transform lives and there’s enough truth in that to make the exception seem the rule. Where I used to work there was a culture of gratitude which obscured how many people actually slipped through the net and much of FE is the same. But education can’t make you more white, more male, more straight – and nor should it of course. So, in the world we live in, it can’t make enough of us more equal, for it to make a difference.

What the Enlightenment set up – what Descartes set up – was a monument that holds us all in thrall and that’s the monument of the binary.  FFS, it’s even how computers work. Our challenge is not just to end the struggles of inequality – but the structures that cause those struggles and our wholesale acceptance of binaries is one of those structures, if not the fundamental one. 

Ourselves vs ‘other’

Mind vs body

Man vs woman

Black vs white

Straight vs queer

Middle class vs working class

When I take up my posthuman lens I’ve got half a chance of seeing past those binaries – that monument and the documents that support it, documents like: 

What I choose to wear

What I choose to eat

What I choose to drink

What I choose to do with my free time

I want to be very clear that I am not less working-class because I enjoy an avocado salad with my glass of red wine. I am working class because that has been the experience of my life, an experience which still shapes how I think and act. 

The documents which exclude me, despite my privilege as a white person:

My accent

Where I grew up

Where I went to school

What middle-class people think working class people are like 

Where I live now etc etc etc

I am working class because, as D.Hunter says, I “constantly commit acts of solidarity with my class and against the systems that seek to divide us”. And that’s the heart of it for me:

I am working-class by experience and as a practice.

That’s why the people who give me grief on Twitter for how ‘unhelpful’ it is to mention class, even if our grandparents, our parents or even ourselves shared a working-class experience growing up, can’t shift me from my path. They choose not to practice working-class solidarity any more. I choose to build my career around it.

Since 2017 I have been a nomad, which is a pure Deleuzian concept (again, I’m sounding like a dick). As a nomad, I work for myself on various projects, never completely alone and always with a constellation of others – constellations which are time-bound, coming together as we do around shared ideas and energy for the life of the project. Not a team By not being employed, I’m not ‘owned’ and I can walk away – and have walked away – if the work diverges from my values. I make my decisions based on a personal, affirmative ethics which is very live in me and which I revisit at least daily. Sometimes I get paid, sometimes I don’t, it’s cool, there is enough. I swerve any attempts to territorialise me and I won’t be infantilised, no line management for me. These lines of flight are freeing up the best work I’ve ever done. 

And I came to all of this through doing my PhD, because before that, as a working class person (even a bolshie one), I’d been conditioned not to think, or at least not to think for myself. By the left, as well as the controlling hegemony of the right. 

The value that most drives me is joy – Spinoza’s notion of joy which is relational, all about the connections between people, the energy that comes from that. Joy as a practice. Working class solidarity as a practice. What a combination! Absolutely what we need in the world.

Anyway, as this joyful nomad anarchist I get to talk to loads of people across the whole of FE and I have come to realise that the work I am doing – with others – is to open up spaces where ideas can flourish – where people can flourish. Spaces which always begin with the humanising, “how are you?” not the siloed crinoline of “who are you?” As my friend Stef Wilkinson says, I am asking, “What matters to YOU?” 

Lockdown has accelerated the work and we have a real moment now to change the culture of FE so that the nonsense of othering, of disowning, of infantilising, of patronising, is transformed. We’ve got a moment because we have learned how to do this and we’ve got a moment because there’s going to be the money to do it – if we can make the case powerfully enough for an affirmatively joyful way of working, that money might create some space, rather than continuing the “misery of academia” as Moten and Harney call it. 

Three examples of what is changing FE:

  1. Ideas Rooms, facilitated in a #ThinkingEnvironment, a practice of equality, where role, rank and ego are left at the door and individuals are empowered to think for themselves whilst remaining fully present as themselves, in all their identities so it’s genuinely intersectional work. If your mind has drifted to unicorns and rainbows – STOP. This is a disciplined practice, which is why the power people resent it. The ideas generated here are already shifting stubborn cultures across FE.
  1. #JoyFE💛 a constellation of educators who have come together since lockdown to re-make a joyful education; a broadcast, a magazine, a podcast series, a manifesto, a message, a movement. A new leadership. Funnily enough, we are all women…I’ll just leave that there.
  1. Solidarity Thinking Spaces (#SolidaritySpace), a lifeline. A bi-weekly space, facilitated in a #ThinkingEnvironment which is determined to create a new narrative, and which is also just a place for working class people to be. 

This last adventure challenged my posthuman thinking, as do middle-class people on my timeline just about every day. If I’m all about changing culture through affirmative politics, turning anger into joy, why is it helpful to stay in those places of pain? I felt driven to open up the first Solidarity Thinking Space because someone I loved was in pain; I was driven by feelings and intuition (“How are you?” “What matters to you?”) rather than philosophy on this occasion but the thinking has followed. Every one of these sessions ends up in a more affirmative, a more activist space than it began so knock yourself out, haters. As long as working class people – in any community, across any intersection – are hurting because of how they are treated by The Man (the monument), we’ll keep opening up these spaces to find one another. We’ll keep practising working class solidarity. We’ll keep practising joy. We’ll channel that anger into joyful militancy and we’ll change the working class service of FE and so much more besides.


Foreword: The Joyful Noise of the Undercommons

Every PhD is compelled to add to the sum of human knowledge; that is its raison d’etre. In many cases, this is achieved by finely contextualising the experiment, in others knowledge is genuinely new and yet others bring protagonists into a plane of encounter, to observe a process of catalysis which could, of course, result in a damp squib. This dissertation[1] belongs to the latter category in that it is an attempt to mobilise via posthuman thinking a genuinely fresh perspective on English community education. Put simply, we need new tools if we want to imagine something new. It is a fundamental assumption of this research that off-the-shelf methodologies and tick-box ethics will guide us inexorably to what we already know. What follows is an attempt to test that assumption and do something different, rather than doing the same thing differently.

The central research question could be paraphrased, after Manning (2016), as “what else could community education be?” In order to keep this space genuinely open, the posthuman lens works to stay within the ‘encounter’ (staying with the trouble, as Haraway (2015) might say), resisting the gravitational pull of what community education is now, is limited to become, or used to be[2] and working together[3] to be completely in the here and now of moving forward affirmatively on a dying planet[1] . Findings are presented as a Community Education Imaginary, a phrase borrowed from anthropology, where it is used to describe meaning-making around culture and identity (Wolf, 1999).

There is no posthuman literature on community education that we[4] have found. This is genuinely new territory, full of clashing tension and likely to be messy. To employ a standard methodology would be to find solutions for things we already have the answers to[5] and in a rapidly changing world that seems like a monumental waste of time. The research is looking for, “…the clarity of the radically new and absolutely simple idea, which catches as it were, an intuition.” (Bergson, 1998). This makes it a risky venture. Having no methodological road map it’s impossible to see the destination or whether anything “radically new and absolutely simple” could come out of the data at all. But in these apocalyptic times[2] , maybe a single throw of the die is a worthy endeavour.

The research does have a methodology and ethics, just not one that had an identifiable and pre-formed shape at the start. Our goal: not just to end the troubles of community education (which are well documented and which will be summarised) but to end the structures which cause those troubles. The process emerges from an “undercommon refusal of the academy of misery”, the term described by Moten and Harney (2013, p7) as a “joyful noise”, a “tentative holding in place of fragile comings-into-relation, physical and virtual, that create the potential to reorient fields of life-living,” (Manning, 2016 p.8). The research question will be answered collaboratively and as far as possible without recourse to old frames of reference, by those of us who are already present in the space. It therefore stands a chance of challenging the ‘monument’ (Braidotti, 2011) of what community education is perceived innately to be (which is of course not innate at all, but a series of social constructs) and maybe even start to tear down some of the ‘documents’ – procedures, processes, policies – which uphold it.

Time for this “subversive intellectual[6]” (Halberstam, 2013) to introduce the two protagonists whose convergence will hopefully spark something new:

Protagonist: Community Education

Community education is defined for the purposes of this research as any adult learning opportunity which takes place outside a traditional college or university environment, though not necessarily outside formal qualification structures. The absence of a rigorous and agreed definition of community education in England (it has a separate history in Scotland, Ireland and in other parts of the world), alongside any persuasive political rhetoric supporting its survival, has led to a fragile provision which currently exists precariously in the eye of an unprecedented storm: that of regional devolution. Since community education has no political or theoretical champions, no convincing evidence base and no agreed definition it may indeed be a lost cause. Certainly our experience of the 2015-17 Community Learning and Mental Health Research Project (DfE, 2018) revealed a petrified, terrified, sector on the brink of collapse (Mycroft, 2019a), yet it endured until at least the start of the 2020 COVID19 pandemic, albeit in a mummified form.

The research is driven not by any belief in a community education ‘golden age’ (inadvisable to revisit out of context, even had it existed) or by any desire to preserve the status quo, but by a belief in the potential, just over the horizon, that community education could be something else, something it has not yet had the chance to be.

Protagonist: Posthuman Thinking

Critical posthumanism as defined by Braidotti (2018) is also a convergence: of posthumanism (critique of the humanist ideal of ‘Man’) and post-anthropocentrism (human exceptionalism).

How can this help free community education from the chains of its history and (low) expectations? There are so many taken for granted ‘truths’ hardwired into the structures of community education that stripping back the layers is an unfathomable task, not least because the weight of assumption is so heavy that the thinker will find it difficult to withstand “the gravitational pull of the old,” (Braidotti, 2019, p.214). A significant disruption is necessary to unsettle the norms, assumptions and givens. The decentring of ‘man’ from human, and ‘human’ from all forms of life, might just do it.

This posthuman ‘frame’ provides a lens with which to trouble the structures and systems of a setting where, typically, adults return to education “having successfully diagnosed themselves as the problem” (Moten and Harney, 2013 p.36), ie they don’t fit the Enlightenment ideal of ‘man’ and are in some way ‘othered’ from society’s privilege, whilst maintaining the privilege of being human. We know, and will explore below, something about the demographic of community education being far from the middle-class ‘leisure learning’ of politicians’ assumptions (Blunkett and Tuckett, 2018); like all of English further education it provides opportunities from those marginalised by the mainstream academic pathways of school, A-levels, university.

The determination of posthuman thinking to seek out binaries and assumptions in order to see beyond not only the ‘monument’ or structure (Braidotti, 2011) of community education but also the “standpoint from which [the current system] makes sense”, to paraphrase Halberstam (2013, p.8) with reference to Frantz Fanon and colonialism, a connection which will make more sense later. Without this vital disruption to the norms of thinking, any re-imagining will be impossible.

Monuments and Documents

Throughout this dissertation, there will be frequent references to the ‘monument’ of community education (or English education more broadly) and to the ‘documents’ which uphold it.

The terms are common in historical analysis. Ceserani (2019, p16) explores the etymology, paraphrased here:

Monument – from Latin mens (of the mind), memeni (memory) and monere (recalling the past). Monuments are therefore the heritage of the past, what remains of what was established then. The ‘monument’ of education is as it is, because of a) what happened in the past to establish and maintain it and b) what remains of that, ie what historians choose to tell us. It “connates intentionality” (ibid), that is to say, it stands for something (or a set of somethings).

Document – from Latin docere (to teach or instruct); this evolved in the Middle Ages to mean ‘proof’. It has “connotations of truth or objectivity” (ibid.) The documents we see are always a selection of what ‘evidence’ has been available, however ephemerally, and the human mind – believing itself, as the essentialist human, to be the curator of the process – has made the selection. The documents therefore uphold a certain form of monument, which is believed to be its essential form.

Foucault, exploring the archaeology of knowledge (1972) contended that any examination of history had to examine the monument, rather than the documents, otherwise the original monument constructed by those documents would continue to stand. This is another way of saying, we want to do something different, rather than do the same thing differently.

COVID-19 – Stepping out of Time

The unique (and unintentional) timing of this research, bridging as it does the first wave of the COVID19 epidemic in England, provides a further counterpoint. The disruption to ‘life as normal’ during three months of lockdown, when people were told to stay in their homes unless their work was essential to the basic functioning of society, meant that lives were suddenly being lived online and access to ‘community education[7]’ was beamed into living rooms as (some) people exercised with Joe Wickes, learned to paint with Grayson Perry or danced alongside Oti Mabuse and her family.

The timing of this dissertation will probably mean that there will be little research to draw on about the uptake of these unexpected activities and certainly we won’t know about their impact on future community education curricula. And, naturally, the velocity of life is such that any piece of research is moving out of date the moment it’s submitted. But it was impossible to ignore such a schism, and so the original survey was revised and re-sent, to see if the disruption to everyday life had also provided a disruption to thinking. Nearly 400 contributions were received, including 40 received post-lockdown, in which the ideas were qualitatively different from many of the original submissions, when the potential of community education was perhaps more fixed.

In this pause to ‘normal life’ there is an opportunity to step out of time. Community education has been largely suspended in England and its future seems more uncertain than ever. As part of my stepping out of time to process this research, I was influenced by the Walking Lab’s ‘research-creation’, which “is the interrelated practices of art, theory and research,” (Truman and Springgay, 2016). They use performance art-based walking tours to take that temporal mis-step (Springgay and Truman, 2019) in order to unsettle conventional understandings of the past, present and future. This research does not use art in the same way, nor does it operate in the settler context of Springgay and Truman’s Canada. While it is impossible to remove this research from its context I can only hope that by keeping thinking open, some measure of the conclusions will be usable in any new world which ensues.

Joyful Militancy

The activism of the “subversive intellectual” (Halberstam, 2013) is probably the messiest element of this dissertation, and the most risky. Beyond the stated ethics of the methodology, there was no standing back in the name of ‘clean’ research. If an opportunity for activism presented itself, it was taken, and there is no denying that this, in turn, influenced future reading and thinking in the analysis stage. The literature review, essentially, did not stop, and activism inspired by the research process itself would have been unethical to delay.

This was due, in some part, to an emerging work around “joyful militancy” (a term coined by Montgomery and bergman in 2017, which shares the same Spinozen genealogy as this research). Joy, as defined by Spinoza[8], is ‘immanent’, ie not belonging to some transcendental ‘God in a cloud’. It is present in the connections between people and in the energy that erupts in activism in these constellations. In the spaces where we discussed this research, connections were made and activism happened[9] which in turn re-informed the research. No claim is made, therefore, for the sterility of metaphorical ‘laboratory conditions’.

The activism continues but the threads have to be cut somewhere (Latour, 2004) and in the relatively conventional narrative presentation of this dissertation there are hopefully enough anchor points for it to fulfil the requirements of the academy.


[1] Conventionally in the UK, the written submission for a PhD is known as a thesis. This word is also used in an Hegelian sense to set up an opposition and some form of victory or consensus: thesis – antithesis – synthesis. As the Hegelian dialectic is explored, challenged and critiqued by this work, the use of the word becomes problematic. I have chosen instead to use the term ‘dissertation’, which is more widely used on the European mainland.

[2] Within a given spectrum of ‘truth’: Duffy’s “rosy retrospection” (2018, p.238).

[3] For how that collaboration is achieved, read on.

[4] Following Moten and Harnay and in the words of Halberstam, (2013, p.25), “…we is always the correct mode of address here.” Wherever I use ‘we’, I am referring to some element of diffractive practice, ie my thinking is re-made because I have explored it with others.

[5] Community Education: underfunded, under-theorised and overlooked. We know this so unequivocally that it hardly seems worth spending six years of my life finding it out.

[6] The subversive intellectual, “enjoys the ride and wants it to be faster and wilder; she does not want a room of his or her own, she wants to be in the world, in the world with others and making the world anew.” (Halberstam, 2013, p.9).

[7] Defined above as, “…any adult education which takes place outside a school or university…”

[8] Spinoza wrote of ‘God’, his work was secularised by Deleuze (1970: 1988)

[9] An example of this is the #JoyFE💛 movement during lockdown, of which more below.



Thinking Environments

Update: The Greek Cream Bun

Many years ago I went on holiday to Greece. We were young and skint, we had enough saved up to drink beer, eat cheap food, party a little and sunbathe. Every day, on our way to the beach, we passed a bakery with tantalising cream cakes in its window. The cakes were nine times more expensive than anything else in the village, so every day we walked on by, promising ourselves a treat at the end of the fortnight.

On our last day, we had a few drachmas left so we called into the bakery, each emerging with a cream horn. We bit into them with relish…to discover they were actually made of bread, with some sort of synthetic Dream Topping inside. Not even Angel Delight! They’d clearly been made by an enthusiastic baker who had seen a picture of English Cream Horns, without having an actual recipe.

It’s exactly the same with the Thinking Environment. We call each process – Ideas Room, Time to Think Council, the basic building blocks of rounds, pairs, dialogue – an ‘application’ because the facilitator applies the Ten Components (or values) of the Thinking Environment to that intervention. It’s a deal-breaker. As Sophie Stephenson said, so much more succinctly than I do below, it’s not enough to do a Thinking Environment. For it to properly work, you have to be it, and that means an intentional practice of holding the components in place, even when that’s resisted.1 If you apply the rules, without the components…well, it’s just a Greek Cream Bun.

Here’s the original article:

Reaching the Third Horizon

I began my Thinking Environment training nearly 25 years ago at the Centre for HIV and Sexual Health in Sheffield. I know precisely when it was because I was still on maternity leave, in fact my baby was with me that first day.

He’s a man now, is Fraser, raised in a Thinking Environment and regularly coming to the #SolidaritySpaces I’ve been opening up for working class people like us to think, feel and just be ourselves in a challenging world. Thinking Environment spaces where – sometimes for the first time – we can breathe a sign of relief just to be there.

Thinking Environments online have been a revelation.

Witness, too, the exponential success of the #JoyFE💛 Ideas Rooms, a new application of the Thinking Environment which has emerged in lockdown. English Further Education is re-making itself (in some places) because of the ideas people have explored and incisive decisions they’ve made in those efficient spaces.

If you’d asked me at the start of the year whether Thinking Environments could thrive online, the answer would have been a qualified ‘yes’. I coached regularly via Zoom and I was no stranger to online spaces. I knew the processes would be helpful. But I could certainly never have guessed that Thinking Environments could be better online, and not just because of the possibilities afforded by lockdown to hold them regularly with people who became familiar with deepening their ideas. There’s something about the stripped down intimacy which really works.

There’s a critical mass of interest now and Thinking Environments are about to have their moment. To borrow a Three Horizons notation, useful for leadership in uncertain times, the disciplined space afforded by Thinking Environment processes allows for future horizons to be explored, current horizons to be scrutinised for the best they can teach us, and what’s within reach to be planned for and achieved.

If you have started imagining unicorns, please stop. This is robust, efficient, rigorous stuff. There are rules and they are applied with firmness and discipline.

Thinking Environments can’t be subverted. They can be sabotaged, but it’s really obvious to all (and can be dealt with). Any Thinking Environment session leaves role, rank (and hopefully ego) at the door, meaning that the people who resist are:

  • those with power and airspace who don’t want to give any of that up
  • those who hide behind lack of power and don’t want to step up and be counted
  • those who refuse to be disciplined in their encounters with others

I trained with the best. After Thinking Partnerships training at the Centre for HIV and Sexual Health, I learned to be a Coach, Facilitator and Consultant with Nancy Kline. I studied alongside Ruth McCarthy and Linda Aspey, two leading lights of the Thinking Environment world. My coaching practicum was supervised by Anne Hathaway (and I didn’t pass first time, either).

I trained for approximately 30 intensive days, plus a significant practice requirement, and regular quarterly attendance at the International Time to Think Collegiate. Had I paid for it all (which I didn’t, thanks NHS, EU Objective 1 and the generosity of Nancy Kline) it would have cost me something like £15k even back then.

So when people tell me I make it look easy, that’s why.

I am absolutely not being protectionist. Because of their growing popularity, the #JoyFE💛 Ideas Rooms are also practice spaces for facilitators. Thinking Environments are changing things and we lack facilitator capacity. The moment is now and we need to seize it. But it takes more than a trip to an Ideas Room to be able to hold the discipline in place and this is how I know…

I was using Thinking Environments in all my practice – and my parenting – from 1996 onwards. It was my pedagogy, my community work, the way I chaired a meeting and managed a team. But there was resistance in my organisation and when I finally got the chance to take the processes to a staff meeting, I mucked it up. I wasn’t skilled enough at that time. And so the saboteur had his moment, the process was discredited and the culture of that organisation did not change.

This is my warning, offered to you with love and respect. If you want to use Thinking Environments to change the culture of an organisation – and you are likely to meet with some resistance – get the experts in and get properly trained yourself – however you do that. I’m advocating practice, and starting small. Gather your allies around you and learn together. Work on the building blocks of rounds, pairs and dialogue until your facilitation is word-sharp and you have your own bank of stories. Practice forming incisive questions. Try your first Council out only when you feel safe with the people around you. Don’t try mixing ‘n’ matching with other approaches – this is a different paradigm. Learn why it’s so important to follow the rules (I still remember the times I didn’t, with a deep blush of shame).

The Time to Think Collegiate founded by Nancy Kline has some fabulous teachers on its books – Bryony Croft in Shropshire, Ruth McCarthy and Anne Hathaway in London, Linda Aspey in the Cotswolds and Sophie Stephenson in Sheffield. Nancy still keeps her hand in and her gentle, intensive style is unforgettable. I will be running some practice groups on a pay-what-you-can-afford basis via Patreon and the Ideas Room provides facilitation opportunities for regulars. I have #JoyFE💛 colleagues who are more than capable of facilitating practice groups too. However, that’s for individuals. Where organisations want consultancy, it’s only fair that they pay.

Thinking Environment processes can transform cultures, there’s no doubt about it. But they are not a magic bullet, particularly in cultures where discipline is lacking and has to be learned. As ever, strategic implementation is what makes change happen and, although the time for change is here, slow and steady will still win the race. Let’s do this together, and do it right.

1I was horrified to read in an evaluation recently that someone practising the Thinking Environment had omitted the component of Appreciation, “because people don’t like it.” Yes, the giving and receiving of appreciation – especially in teams or organisations where trust is low – can be squirmy. But if it’s sincere, specific and succinct, it virtually is a silver bullet for building trust. Plus, the opposite of appreciation is criticism. Practice appreciation to criticism in a ratio of at least 3:1 and you’ll find that when you have to challenge someone, they’ll actually listen to you with an open mind.

An Ethics of Joy

TEDx Doncaster 13.10.19 (images to be added).


“What would it feel like, to have more joy in your life?”

Several years ago, I started to practice an ethics of joy – and it changed my life. That sounds really fancy but my experience is a practical one and I’ll be sharing some ideas for you to take away. Together, practising joy, we can really change things here in Doncaster.

First, a little bit about me.

I was adopted when I was a baby and I was brought up in Mexborough, so you might be expecting some sort of tragic life story but in fact I’ve had a life full of love. At school I was the brightest of bright and it’s only when I went to Uni that I started to lose my way. Amongst all the middle-class kids I couldn’t find my place, I felt other and impostor syndrome kicked in. It took me decades to get my confidence back.

Here’s the thing. Having spent three years in the company of people I regarded as more privileged than me, I thought of myself as a victim. I was feisty and opinionated and yet I couldn’t see that the opinions I spouted weren’t my own. I could see injustice all around me, but because I didn’t feel powerful, it was always somebody else’s job to find a solution.

I patched together a public service career, I had my son and I started to think about what my values were. How often does someone ask us that? We are crowded by other people’s values: ‘British Values’ in education, religious moral frameworks, codes of conduct, political manifestos. It strikes me that by figuring out what our personal values are – our ethics – we equip ourselves with a compass for life.

I wanted my values to be more than words on a page. I wanted them to be a practice, something I actively did, rather than just talked about. And I realised that the word that kept coming up for me was joy. The sort of joy that happens when people interact.

I’m not talking here about happiness. Happiness is a commodity that’s sold to us. Nobody talks about doing happiness, unless you’re buying that dream holiday or the perfect brows. The happiness industry keeps us tied into spending – and if we can’t afford to buy what we see others delighting in, we feel like we’ve failed.

Doncaster is not the richest place on earth and that’s why we need joy around here, not more stuff. When I left the organisation I worked for I decided to see what would happen if I only took on work that brought people joy, because that seemed to be the best sort of help:

This is what I mean by an ethics of joy – a deliberate and affirmative practice. Not playing the glad game, but building relationships which play out in something good – a project, a collaboration, an exchange. This helps us be hopeful, which is the only weapon we have against the complexity and cynicism of modern life.

Joy gave me an ethics.

Good Help gave me a purpose.

Now I needed a toolkit.

Many years before I had been trained in a set of processes called the Thinking Environment: simple, disciplined rules to help people think for themselves and think better together. I’d raised my son in a Thinking Environment and I’d used it a lot in my teaching, so I figured it would help me practice joy.

One of the jobs I do now is run Slimming World groups in what used to be my school. Around 200 mainly women (and some brave men) come through that door every Monday, vulnerable and often ashamed. They are some of the 74% of Doncaster people who are overweight, something which is more likely to lead to isolation than to joy. Yes we get on the scales and we clap and give certificates, and we talk about recipes and getting more active. But we also teach each other how to feel hopeful and we do that by thinking together in a practice of joy.

Using the Thinking Environment, which does not allow us to interrupt one another, I ask everyone in the room, what is your non-scale victory this week? Where in your life have you felt hopeful? This is what they tell me.

I drove to Cleethorpes by myself.

I enrolled to be a midwife.

I asked him to leave.

What happens between us on a Monday is joy [PAUSE]: not something we have but something we do: a practice. And the more we practice, the better at it we get.

Last year, I was teaching a class that mirrored the town outside. White faces down one side of the room and brown faces down the other. No animosity, no connection. There was only one man in the room, a white guy, and he had 90% of the airtime. The Asian girls barely spoke. I practised my ethics of joy and we did round after Thinking Environment round. Slowly, the culture of the group shifted and joyful encounters started to happen. The guy relaxed – he just hated silence – and people began mixing in, having opinions, thinking. Their grades improved – massively. They spoke about one another differently. This is what one of them said:

That’s joy.

These students of last year are the teachers of tomorrow. I hope that some of them will come here, to Doncaster, where we have a school that is such a blessing because it knows how to practice joy. Do you know the school? Yes XP. Where parents didn’t want to send their kids at first and now there’s a second campus because their results – by any measure – are so outstanding. They are enabling kids to feel hopeful, identify their own purpose and confidently take action and that’s because they work together joyously – as a crew.

Every one of you here today can go out and practice joy by creating the conditions for others – and yourself – to be heard. It won’t happen overnight – people with power won’t want to give up their voice and people who don’t feel powerful will hide behind silence. But it will happen.

Here’s how. It’s all about the minor gestures.

  1. Checking in with your values and figuring out how you practise each one. This isn’t easy when they conflict – and they will do – with the values of your organisation, your church, your political affiliation, your family and friends. It’s a bit easier for me now in my nomadic career – when I feel my ethics getting crowded out, it’s time to move on. But it’s possible.
  2. Calling people by their name – accurately. Using their preferred pronoun. Asking if you are not sure. I’m shocked by how many teachers tell me, I’m no good at names. Get good at it! Nothing is more profoundly joyful than that.
  3. And give people space and silence to finish their thoughts. There are lots of ways to practice a Thinking Environment and you can look them up online. Go for a walk with someone and take it in turns to speak, not interrupting the silence until the speaker says, I’m done. Split ten minutes with a friend, five minutes to think without interruption each way. Once you’ve experienced that joy of being truly listened to, you won’t want to go back.

I am no paragon of joy. I get it wrong loads. I love a good moan. I’m certainly no relationship guru, I miss deadlines sometimes, and friendships when I overcommit. I’m a great parent, but perhaps not in the way that you might imagine. This was a little present from my son.

But I keep plodding on, joyfully, and all around me I see the ripples of change – real change, culture change. Joy is infectious. It’s a virtuous virus that passes between all of us. I hope today I’ve connected enough with you, for you to invite joy into your life, your work and your relationships too.

TEDx Doncaster

In October 2019 I achieved one of my dreams when I spoke at the first ever TEDx Doncaster. To be honest, I only applied because post-stroke I was doubting my public speaking skills and I knew it would be a supported process that would enable me to test myself.

The support was incredible. Based around Helm, a co-working space I’d used the summer before, and hosted at the Cast Theatre Doncaster, I was brought into the orbit of talented and creative thinkers, allocated a performance coach and – for once – put the marketing and design in someone else’s hands. It was an amazing experience and a challenging one as I had to learn my talk by heart.

Naturally, the day dawned grey and rainy and I had the ‘flu. Dressed up to the nines in the frock I’d bought for my son’s graduation, I coughed my way through the first session and had to take refuge in the cafe, so as not to disturb my colleagues. Here a woman stopped me, and gave me the advice anyone would want to hear: you need chocolate to line your throat and stop that cough. So I was accompanied into the wings by a grab bag of Minstrels and adrenaline did the rest!

I’ve made friends through the experience that I hope will be for life and we stay in touch via our encouraging WhatsApp group. TEDx Doncaster is happening again this year – so if you get the chance to audition, go for it!

Here’s what I had to say about practising an Ethics of Joy.

Place Matters

Present me with any sort of list and my brain immediately feels overwhelmed: it’s a wiring thing. So I don’t tune into whether it’s National Grandparents Day or The Week of the Hamster. But for 30+ years I’ve worn a red ribbon every December 1st and for the last few years I’ve woken up knowing exactly what I want to say on World Mental Health Day, October 10th.

It’s been three years since I started on a nomadic career path, guided not by any external framework but by a personal ethics of joy*. I’m never surprised these days to stumble across a paradox and if I’ve learned anything in that time it’s that, to a nomad, place matters more than ever. So I’ve woken up reflecting on physical place, and recognising that where I live has had a negative impact on my mental health for some time now. Convinced that returning home after days on the road ought to provide some sort of sanctuary, I didn’t see before now that the opposite was true. And in a classic domino-effect, this triggered thinking about how ‘place’ can sometimes be metaphorical and how community learning – in England at least – remains as neglected and unloved as my kitchen.

First things first. A year ago on World Mental Health Day I had a bit of a meltdown and the CLMH** research was finally published (these things were unconnected). My meltdown proved to be a watershed but CLMH remains a huge elephant in the room: ignored and unacknowledged to the point of paranoia.


CLMH did really happen and it cost the public purse £20million. 62 research sites (community learning providers) and – more importantly – 23,000 actual people trusted initially BIS and then the Department of Education with the stories of their mental health, in the hope that a connection could be made between participation in community learning and improvements in mild to moderate mental ill-health. Research sites were randomly allocated to one of three types of community learning intervention and participants trusted that, even if they did not personally benefit from the experience, others who came after would – which was hugely altruistic and unselfish of them. The research findings, analysed by Ipsos MORI, did in fact show results which were at least as good as the main NHS talking therapy intervention (IAPT) and that community learning engaged and benefited people less likely to access mental health services, notably people of colour and men***. Intersectionality within mental health is something that definitely ought to be talked about more.

So what happened next for CLMH? Precisely nothing. The Department for Education soft-launched it on World Mental Health Day 2018 (with no hard launch to follow, and no funding to implement its findings – or even disseminate them). Few of the research sites were able to continue the work, even if this meant good people lost their jobs (and the generosity of 23,000 research participants came to nothing). In desperation, the project manager Catina Barrett (@mhfenetwork) and I took ourselves off to the European Mental Health Conference in Belfast, where at a personal cost of €510 each (plus travel and accommodation) we presented to a workshop of eight people. Interested people, yes, but no-one who was likely to make anything happen as a result of the research. On my return, I was further disheartened to read an otherwise excellent chapter in a shiny new book about FE, which didn’t mention CLMH at all.

So where’s the problem and what’s it got to do with my new kitchen? It’s all to do with place. Part of my navigational compass are the ten components of a Thinking Environment, which include Place. Place matters. I don’t feel at home in my home any more, because being on my own in that family house full of memories is too painful. I can’t move (yet) so I’m fixing it up in the hope of shifting my relationship with it.

How do we fix up community learning? As FE colleges got bigger and shinier over the last ten years, community learning got more and more neglected. Place matters, and community learning has no place at the table (don’t @ me, with respect if you think you have – it’s not working). Like my tumbledown kitchen, the infrastructure has crumbled, appliances have stopped working and spiders have amassed in the corners**** As we discovered on CLMH (and unlike my kitchen), this is not about money, it’s about being out of mind. Community learning is the forgotten afterthought of FE: unsure of its place anymore, under-theorised and unloved, barely advocated for, trying to box with the big boys and failing. That’s why good people overlook CLMH when they are writing about mental health. And why for twenty years I’ve run along behind policy and opinion makers shouting, ‘What about us?’ And yet we have a story to tell that FE needs to hear, an expensive story, in which 23,000 mental health stories (and £20million) were deeply invested.

If I’m to keep living in my house without feeling like dementors have got me every time I walk through the door, I have to fix it up, so that it becomes a house designed for me and I can make a new life for myself there. Community learning needs to do the same.

My call to arms for World Mental Health Day 2019 is to join me in rebranding English ‘community learning’. Let’s start by calling it community education (like everyone else does). That sounds more powerful and invites new thinking. In a year stuffed full of Commissions, we should then create our own, virtual one, to set some parameters for the future of English Community Education.

There’s still a job to do in putting CLMH under the noses of people interested in mental health, so if that’s you please contact @MHFEnetwork. As for the Commission (because these things are always capitalised), who’s with me? Let’s make a start.

*Honestly not as fancy as it sounds. See my TEDx Talk (not even joking) or this blog.

**The Community Learning and Mental Health Research Project 2015-18.

***See the brilliant @dragonfruitfilm 1 in 8 Men, a product of Knowsley CLMH research site, which we’d like to think inspired the very similar, celebrity-studded and royalty-voiced Richard Curtis film ‘Every Mind Matters’ 🙂

****This bit may not be true of community learning, but it was certainly true of my kitchen.

finding joy in difficult times

For #ukfechat conference 2019

Starter kit: Nottingham UCU Joyful Militancy session (2.5.19)

We are living through extraordinary times. I’m known for not relying on the words of dead white men but Gramsci, a visionary who wrote from a prison cell, always inspires. His ‘interregnum’ was of a different time but I think we are similarly trapped between the old and the new and, in particular, between old and new thinking. Now I’ve started looking for them, I see and hear binaries everywhere. I’ve come to be allergic to them!

In the words of my good friend Rob Peutrell:

When times are bleak, how do we keep our professional spirits up, our integrity alive and our solidarity intact?  How do we resist being turned into assets in conveyer belt systems as education is diminished by marketing and messaging?  How do we stay true to the idea of education as an affirmative, transformative practice?

Note the collectivism implied by the word ‘solidarity’. It was long held to be a truth and a Good Thing that once the classroom door was closed, what happened within was between teacher and student. Learning walks put a final nail in that coffin but that individual space had been eroded for a long time, practically and mentally as our practice became increasingly bureaucratised. Yet, still, we operate largely in isolation from one another, as individuals, organisations, FE contexts, education sectors, public service, humanity. This is no accident, but a deliberate policy of capitalism to divide and rule. This session aims to demonstrate how, if we ‘only connect’, we can change the way we think and work. 

So here we are, on a grey Saturday in Manchester. Everyone here is committed to being an advocate of great practice in #FE or you wouldn’t have made the effort to come. But we all know that not all our colleagues – at any level of hierarchy – feel the same. Many are demoralised  – by their working pay and conditions, by the reductionist ideology that has cut the joy out of much of our education system, by the compliance practices of organisations: inhuman resources. They become obdurate – and I can see why. They fold their arms. The philosopher Henri Bergson called this ‘petrification’: they are turned to stone. 

In the midst of all of this, we have lost the ability to tell the stories of our practice. With the loss of staff rooms to accommodate more ‘bums on seats’ we don’t even tell them to each other any more! We can tell the ‘tragic life stories’ of students, because for twenty years we’ve been told that’s all that matters: not professionals but agents of transformation, i.e. it’s not about what we do, it’s something of the magic of FE itself that effects transformation. Rubbish. Let me tell you no-one with any influence on policy is interested, apart from as a convenient soundbite when they are challenged on widening participation. Transformation happens when a determined student and a skilled, professional teacher encounter one another on a field of play that is not too strewn with obstacles to navigate. Those are the stories we need to tell.

Writing the stories of practice back in to the public domain brings a new element to the relationship between teacher and student. Once more, we are in it together – equal as thinkers but in different roles. This enables a shift away from the infantilisation that has crept into FE, that well-meaning but paternalistic sense of ‘helping the less fortunate’. If you haven’t come across it already, check out think tank Nesta’s work on Good Help and ask yourself, is it good help or bad help that FE provides? (sorry, don’t like the binary but it’s not mine!)

I would like to explore today how we can bring joy back into our professional practice. I can’t take those great big boulders away that stand in your path. I can share with you some of the ideas and practice that sustain and energise me and many others. To do that, I’m going back to an even older and deadder white guy – Baruch Spinoza, Dutch philosopher of the 17th century. 

Spinoza didn’t see joy as the ‘everyone deserves happiness’ meme of the 21st century. We are sold the happiness myth by an economic system that wants us to a) be envious rather than collegiate with the people around us and b) buy more stuff. He saw it as relational – joy comes from our interaction with others, from communication, solidarity, empathy, respectful disagreement and the creative tension of new ideas. The prerequisite to this is humility and an openness to being wrong, to learning something new from someone with a different experience and world view and consequently feeling something different in the world. That’s so alien to everything we see around us in everyday discourse which is much more binary – us/them, left/right, leave/remain, all carried out by taking up a position and then defending it, what Bernard Williams (male, dead) called a ‘fetish of assertion’. A living bloke to read on this is Richard Sennett, his book ‘Together’ promotes a more ‘dialogic’ approach.

And so researching joy I found a collection of ideas from Nick Montgomery and carla bregman, still very much alive. Their book ‘Joyful Militancy’ translate’s Spinoza’s notion of affirmative ethics into a politics of now. 

I’d love to do a book like this for FE and at the launch of a project I’m involved in yesterday – #APConnect – we seeded this idea. Where is the affirmative practice in FE – practice which balances criticality with fresh thinking? What’s the impact of such practice? How do we tell one another about it? How do we tell the world beyond our silos? Policymakers? I know it’s out there, because people tell me about it. I very much see my job now – and that of others – as enabling spaces where people can learn to publish these joyfully militant stories of professional practice. 

I’m trying to live all this stuff. Two years ago I made the decision to free myself from organisations and operate as a nomad, working in different constellations of practice, doing ‘Good Help’ and moving on. I can be more safely critical in this space, including challenging people to dig deep into their courage (by en-‘courage’-ment) and find affirmative ways of enacting their personal ethics. 

Along the way, I find fellow travellers, not people who ‘think like me’ necessarily (why would I want that, if we are searching for new stuff) but who share enough of an ethics to journey together some of the way. I also found a philosophical lens that prevents me from slipping back into the silos of my own old thinking and that’s posthumanism the Rosi Braidotti way – a way of thinking that comes directly from Spinoza. 

I see theory as an energy drink and theorists – thinkers – are friends to me, challenging my thinking and keeping it sharp and moving on, just as critical friends do in the here and now. Posthumanism looks at Vitruvian Man, which established centuries ago what it was to be truly ‘human’ (and in charge of the world) – white, male, able-bodied, almost certainly affluent etc, the David Beckham of the time. Those of us who are not all of that, ie most of us, are immediately ‘less than’ – and society, culture, policy, practice forms around that. Posthumanism imagines not only what the world could be if ‘Vitruvian’ was decentred from ‘human’, but what it could be if ‘human’ was decentred from the world – but that’s for another time. 

What Rosi is saying here is that if we can create constellations of practice – ‘planes of encounter’ – which actively work at all the voices, not just the Vitruvian ones – ‘composing a missing people’ – we will come up with solutions that address the complex problems of now.

(The problem, of course, with posthuman writing is that an activist practice, an anti-fascist practice in my view, is communicated largely in academic terms which exclude that missing people! So that’s a challenge).

So after that important digression, I’m drawing on bell hooks to check us in with now and she is all about community. bell totally gets that ‘community’ is formed of numerous, often conflicting, views, identities and experiences – that’s what forms community, not the bland ‘groupthink’ of organisations and ‘politics as usual’. That sameness makes us risk averse, it’s almost dystopian. If we take chances, we are going to make mistakes, not easy in a ‘dominator culture’ where outstanding is the norm and perfectionism makes us ill – see the work of Brené Brown if you need evidence of that. What we can do – the ones who get out of bed and get here on a Saturday morning – is smooth out spaces where others can learn to dance.

So it’s time for us to stop being ‘preferably unheard’. Many of you here will be familiar with the #dancingprincesses movement in FE – many of you are part of it – writing our voices back in and throwing down the ladder for others to join us. This is a How To/Why To movement, affirmative, playful in its metaphors, taking a critical view yes, but not forgetting the practicalities too. We are philosophers of praxis, but we can’t congratulate ourselves too much when our panels, our contributors, our delegates, our reading lists are Vitruvian. I had a joyful day yesterday working with 50 people who are or will be the freshest voices in FE and 96% of them were white. I’ll leave that with you.

In fact, I’ve just given you a lot of why, so let’s move onto the ‘how’. For me, this way of living and working, whether you’re part of an organisation or not, has to be centred around your own personal, affirmative ethics in a Spinozean sense – a daily practice of checking in with yourself and relating with others – whether you like them or not – in a manner which is congruent with this practice. I’m going to be brutal now – if you have irrevocably lost hope, you have no place in education, except as a student, because there’s no way that won’t work itself into the DNA of your teaching. Most people haven’t and you certainly haven’t or you wouldn’t be sitting there now. 

Spinoza’s ethics, as we have heard, are relational. I played the Lone Wolf card for years at Northern College but it’s ultimately sterile. Figure out your own ethics – not your organisation’s code of conduct, or your political party’s manifesto, or your religion’s creed – and enact them in every interaction you make in a day, every day. That, pretty much, is what I do. It doesn’t make me good, but it makes me authentic and means that no-one can take ‘me’ away from me. 

So this (I think) is how to find joy in difficult times – not just find it but co-create it, work with it, drink from it. 

I have to finish on another dead white man – Spinoza again – twinned with Gramsci in my mind as a man before his time. 

This battle is not just for FE, not just for the public sector, not just for the country’s dignity and self-esteem, it’s for the earth. I have chosen to believe this is true. 

Come Together*

We are (all) in this together, but we are not one and the same.” Rosi Braidotti, 2019.

Last week, in its fourth year, the #ReImagineFE19 conference attempted to reimagine FE across its whole complex, glorious landscape. I’m going to lay down some challenges in this rough and ready blog so it’s good to start in an affirmative place. Our three provocateurs – Katie Shaw, Palvinder Singh and Christina Donovan – and the ‘Voices of FE’ soundscape courtesy of @FETransforms – did everything necessary to send nine working groups off to do the business. We had set the convenors of each group an unprecedented task – fix the unfixable thing, be the visionaries who can not only save but recalibrate FE. This sounds like words, but as a member of the small conference organising committee I can promise you that, this fourth time around, the expectation was reimagine or bust.

The timing was perfect. Two years ago, along with Andrew Harden of UCU, I stood up at #ReImagineFE17 and claimed that FE was about to have its revolutionary moment. Well, reader, we were wrong. With a little more humility this time round, it’s possible to say that now – maybe – now is the moment. And the moment arrives as the gift of #FEResearch.

FE Research has always had a presence, through the patient existence of research-positive networks such as LSRN, TELL and ARPCE. There’s an honourable history of FE to HE escapology (no judgment there), fellow travellers who have not pulled up the ladder. And in recent years some FE-based research has been supported by the Education and Training Foundation through various initiatives. So FE-based research kept a foothold in some parts of the sector, though with the shift in priorities of the former NIACE (now the Learning and Work Institute) skills in the formerly well-researched adult and community learning workforce have fossilised**, whilst other contexts struggle to have research aspirations valued or even recognised by the organisation they work for.

The truth on the ground is that, unless individuals are personally investing in post-graduate programmes of education, research unconnected with the supported ETF programmes is patchy, often ignored and even undermined. There is no formal apprenticeship for FE researchers outside the traditional academic pathway and consequently research quality can be patchy too. Again – no judgement. Why would it not be? That academic apprenticeship is a heavy investment – of money, of graft, of time away from family life – and involves deep encounters with impostor syndrome that not everyone is up for, plus it can be counter-productive in those organisations where doing an MA (never mind an EdD/PhD) makes you too big for your boots. There’s an anti-intellectual streak a mile wide running through FE.

The  ‘spontaneous’ emergence of the #FEResearchMap*** in the week before #ReImagineFE19 grew out of a rhizomatic history of connection whereby pools of research-interested people found each other on social media, and via existing and emerging networks. Organisations are like trees – hierarchical roots and branches – but a rhizome is more subtle and subversive, unexpected and difficult to control. Think of a fern, which returns to flourish even when you’ve dug it up, native bluebells carpeting the forest floor or lily of the valley popping up in the neighbour’s garden. I would say this of course but this rhizome first stirred back in 2015 with the publication of Further Education and the Twelve Dancing Princesses, a constellation of educators who hadn’t – haven’t – got cynical, eddies of activism which pooled around writing and research, bursts of energy as people shared their drive for a time and then moved on. The purpose was clear in a sense – ReImagining FE – but vague in application and constantly oppressed by the forces of compliance operating in both FE and HE.

The growth of interest in #FEResearchMeets, initially in Ashton-under-Lyne and Bedford and spreading across England, provided a focus, recently coinciding with intentional efforts via the #APConnect programme to network those in advanced practitioner or similar roles who had a can-do attitude and interest in research. The trajectory was evident: now is the time for interest in FE-based research to take flight. And although there was a specific, FE-research themed working group at #ReImagineFE19, talk of research ran like golden threads through every conversation. 

Activism needs a catalyst and it is ironic that this recent surge in rhizomatic energy has been in the face of Ofsted’s desire to understand what’s happening in FE-based research. It must have come as a surprise to good people at Ofsted that a genuine attempt to reach out was met with such resistance. With hindsight, the sincere establishment of a research reference group comprising only HE-based researchers was a bit of an open goal in a context where there is so much residual resentment about the spectre of Ofsted and how quality assurance is used as a stick to beat in some FE organisations. Collectively we need to move beyond this now. A plea to the sector to provide evidence of FE-based research initiatives is proof enough to me that the the offer of dialogue is a trustworthy one (even if I didn’t know the people involved to be trustable).

So the joyful energy of this moment is not without  danger and there was a sense of this at #ReImagineFE19. Christina Donovan’s provocation at the start of the day was about freeing the creative and immanent potential of trust in our working relationships but almost as soon as the map was published, mistrust crept in. Those of us who identify with FE but not with a single FE institution wondered where we fitted, making the (incorrect) assumption in some cases that we were being excluded and perhaps rightly (though a little righteously) remembering those £ks and family hours lost to our research training: ‘we know best!’ In response – what the philosopher Bernard Williams called the ‘fetish of assertion’ (taking up a position and then defending it) – a grievance amongst those of us based in FE organisations that we were OK to play out with as long as we were the junior partner was maybe a little defensive, given genuine and generous partnerships between fellow travellers in research. Honestly, some of my best friends work in universities, but that doesn’t mean I want to work in one myself.

Friends, we have got to stop this. Listen to ourselves. Practice a personal affirmative ethics in our relations with one another: look for the joy in diversity, not the fear. Like-values are worth seeking out. Like-minds keep our thinking within the filter bubble. As Rosi Braidotti writes, “We are not all the same, but we are all in this together.” It is time to notice not our differences, but what we have in common. Otherwise the moment will pass and it will be a lifetime before it comes around again. As my friend Andrew Harden said, we have opportunity in this interregnum. All it will take for some in FE to return to complacent thinking is for BoJo’s education minister to throw FE a bone. 

There are practical considerations. There is very little by way of a research training pathway in FE, aside from the honourable ETF funded opportunities and the traditional academic route to EdD/PhD via degree and Masters study. Organisations are not always prepared to support these routes with any form of remission or financial assistance (worth remembering here the huge number of FE educators on term-time/sessional/zero hours contracts). So many of the close practice enquiries that lead to interesting findings inevitably lack the rigour of an intentional framework of methodology or ethics because training is just not available. This should be easy to deal with – we are educators, right? We can teach one another (which is exactly what COOCs was set up for, by the way). Passing research skills forward is another way of not pulling up the ladder.

We also need a repository or at least an up-to-date digital catalogue of where research can be found. Research-active people will see things released on Twitter, will be savvy about using and Researchgate and will watch out for journals such as ARPCE (and will still miss things) but most FE practitioners are not research-active in this sense. Having worked in the silos of FE myself, I had to start running an HE programme before I began to realise that everything really *wasn’t* stored on the Excellence Gateway, as I’d been led to believe. It’s actually quite difficult to even discuss this in an un-siloed space, because so many assumptions are made around language (all parties guilty of impenetrable acronyms) and the hegemony of ‘how it works’. The truth is that research on and in FE is incredibly difficult to pull together, as we have discovered recently. These misunderstandings need weeding out if we are to present a coherent cartography. 

This began as an appreciation of #ReImagineFE19 (and ended as a rant) so why is #FEResearch so important right now? For me it’s because this is the first rallying point for the whole sector that we’ve ever had. Policymakers tell us that FE does not speak up for itself and the problem has been – always – not that we’ve not had enough to say, but that like any diverse population we’ve had too much to say, to be heard. So it’s easier not to listen. But now we are saying very clear, solution-focused things and Ofsted are listening and the Association of Colleges are listening and, after all, those organisations – just like ours – are made up of human beings who are bothered enough about FE to work for it. It’s time, my dear friends and dancing princesses, to start listening to one another

*Not The Beatles (sorry Christina Donovan) – I’m channelling another Summer of Love

**This became evident during the Department for Education’s Community Learning and Mental Health Research 2015-17. Interested? Drop me a line and I’ll share ‘Not Them But Us’, the educators’ survey, with you.

***Looking awesome by the way.

Screen showing the word Faith. 

Thank you Simon Justice, Sally Reeve and Gavin Knox from Lincoln College for this image.