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Dissertation Defense

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by

John Lupinacci, PhD.

on 7 June 2016

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Transcript of Dissertation Defense

Education that is situational,
local, and in support of living systems
“I think about developing an organization with a clear mission to be a democratic organization. If we’re located in a university but we are partnering with community organizations and there are politics between the community and the university-
there are internal structures that hierarchized.
So if you try to create a democratic organization within a university
you are bound to be battling perceptions of hierarchy,
whether they are there or not”

- SEMIS Steering Committee Member

Bound to be battling perceptions of hierarchy…

Emerging Developing Transforming & Sustainable Sustained
Rubric for Ecologically-Centered Learning
Scope and Sequence
“So,
the scope and sequence is really that the Summer Institutes lay some groundwork
….We always try in the Summer Institute to frame—or to sort of bookend—the time that we spend going out into the field and actually doing Place-Based Education ourselves….
We follow up with four PDs that try to translate the conceptual information that was worked on intensely in the Summer Institute
with, ‘What do we do about this with our own kids? How do we work on projects?”
And then we support teachers through both coaching and the PD time to actually try to do something with that information with their students.


-SEMIS Steering Committee Member

Scope and Sequence
EcoJustice Education
Drago-Severson, Danielson
Argyris, Senge, McDonald, Langer
Articulated Design Model of SEMIS
“The steering committee is modeling what it expects the members of the coalition to do. So if we expect our coalition to be a
democratic coalition
, then we have got to model how to do that in the way that we operate…So
you actually need to know the people you’re serving, working with, in coalition with, and when their needs change
. If you’re out of touch with that, you’re done....You need to know about other ideas in the educational world that are experimenting with
distributed leadership, where no one person in the organization holds all the power and everybody’s responsible for being a leader in the organization
.”

-SEMIS Steering Committee Member

Democratic Decision-Making
1. The Steering Committee – A Learning Organization
The Deep Design of SEMIS

2. Illuminate themes that emerges from the thick descriptions (Geertz, 1973) in the story of SEMIS
Qualitative Case Study Research
Geertz, Behar, Mintz, Errante
Methodologies and Methods
Powerful Place-Based Education (PPBE)
Language, Culture, & History
Critically and ethically…
EcoJustice Education
Extending the study to include teacher and students voice in the Deep Design
Additional Case Studies of Organizations doing similar work.
Launch of pilot studies to test instruments to measure learning and impact.
Ecological “Coalition” Learning Models and Adult Learning Trajectory.

Implications and Recommendations
“Place-based education made a lot of sense to me, and it wasn’t until SEMIS, but it is using that kind of approach to education, when truly a school needs to be more than it was intended to be.
Claimed by the community and claiming the community


- SEMIS Community Partner

Claimed by the community…

“We have all been co-opted to some degree or another by the system.
So how do we create partnerships in a totally different way and bring everyone to the table? You can’t just be with not-for-profits. You cannot just be with activists.
We all need to be a part of this. A diverse group that tries to work together.”

- SEMIS Community Partner

All of us…
3. Navigating the Impact of School Climate
on Teacher Learning in SEMIS
Emerging Themes from the story of SEMIS
SEMIS “Coalition” Learning Model
4. SEMIS Portfolio
SEMIS “Four Powerful Tools”

Scope and Sequence

“Collaboration is just ideal and that’s why you want to have community partners.
There are often already a lot of organizations doing this work out in the community. And, when kids are out of school you want them to know, ‘Here are the resources and here’s a model for working together to make our community better, make it resilient, and to make change for ourselves and retain what’s good that’s already there.’…
That’s why it’s important to have the community partners…to have this collaboration that brings together like-minded people coming from perhaps different dimensions and offering different services and resources that then completes this mosaic of the community’s life.”

-SEMIS Community Partner

Community Partnerships in the Organization
“I guess there’s a tacit understanding and shared agreement in SEMIS that the process is more important than the product. I think that that’s an essential part of a learning organization….We’re all evolving—and I don’t mean that in a teleological sense, but we’re all growing in our life paths and those are embedded within relational networks and relationships.
What I’ve seen in SEMIS is real attention to collective reflection and those relationships…the focus on that reflection was around SEMIS as a learning organization
. And also an organization that’s oriented towards continuous learning, self-transformation, and a co-development.”
- SEMIS Steering Committee Member

A Learning Organization
Diverse roles and involvement with community partners
A Learning Organization
Transcription, Thematic Analysis, Coding (Glesne, 1999; Charmez, 2006)
Triangulation with Archived Artifacts and Observation Fieldnotes
Write-up with Sub-coding and further analysis.
Methods
Examining and identifying how to teach skills, and habits of mind, that support socially-just and environmentally sustainable communities.
Deep Design of SEMIS
Qualitative Case Study

- Retrieved on 10/12/2012 from http://semiscoalition.org/
How can an intermediary organization be designed to support diverse, democratic, and sustainable communities?
Research Question
This work aims to interrupt dominant metaphors of an oppressive culture and work to strengthen metaphors that support socially-just and sustainable communities

Argyris, Schön, Senge
Theoretical Frameworks
Coding and Subcoding
Sustainable Communities
For identifying the role that education both plays, and ought to play, in transitioning toward…
Critical and Ethical Framework
JOHN LUPINACCI
EASTERN MICHIGAN UNIVERSITY
July 10, 2013

Dissertation Defense

The Southeast Michigan Stewardship Coalition:
A Deep Design of Eco-Democratic Reform that is
Situational, Local, and In Support of Living Systems


Local
Situational
In
Support of Living Systems
Diverse,
Socially-just,
1. Examining Western industrial culture and the impacts on social and environmental systems.
2. Examining and identifying how to teach/share skills, and habits of mind, that support socially-just and environmentally sustainable communities.
EcoJustice Education
Bateson, Leopold, Bowers, Plumwood, Berry, Martusewicz, Edmundson.
Place-Based Education
Sobel, Smith, Greenwood.
Organizational Design
Pictures adapted from Eco-vision Sustainable Learning Center, Delavan WI
Retrieved from http://blog.fitnyc.edu/sustainabilitycouncil/2012

Eco-Democratic Reform
Place-Based Education within an EcoJustice Education framework.
Study the design of how the Southeast Michigan Stewardship Coalition (SEMIS) works with teachers to…
“facilitate school-community partnerships to develop students as citizen-stewards of healthy ecological-social systems.”
The unique design of an intermediary organization
framed in EcoJustice Education.
So how does an organization both model for and engage participants in…
Examining Western industrial culture and its impact on social and environmental systems
Critical Ethnography
Polakow, Glesne, Creswell, Zou & Trueba
Oral History/Cultural Anthropology
Observation
Fieldnotes (Emerson, Fretz, and Shaw 1995)
Research Journal (Glesne, 1999; Creswell, 2007)
Interviews
Semi-Structured Open-Ended Questions (Seidman, 2006)
Phenomenological Structure
3 Sessions of 90 minute interviews (History, Present Context, Reflective)
Analysis
To tell the story of the organization in order to
1. Illustrate a design model transferable to other organizations
2. Sustained Professional Development
3. The Complexity of Learning Relationships
SEMIS identifies as a coalition of learners
in a network of relationships
Democratic Decision-Making in the organization
Professional Development Model
Spiral Scope and Sequence
Ecological Learning Model
How People Learn (Darling-Hammond & National Research Council)
Bateson
Drago-Severson
Proposed Trajectory
1. SEMIS Project Planning Guide
2. SEMIS Lesson Plan Template
3. SEMIS Rubric
2. Learner in a Coalition: Recognizing a Network of Educators
1. Knowledge for Shifting to an Ecological Understanding
3. Community in a Coalition: Building a Sustainable Movement
Complexity of Learning Relationships
1. Recognizing and Valuing “Difference”
Trust.
A commitment to community partnerships.
2. Cultural Value-Hierarchies in Western Industrial Culture:
Institutional Hierarchies
Universities and assumed value-hierarchies.
Economic pressures.
Eco-Democratic Reform
Educational Supports for Schools and Teachers
Policy
Continued Learning
Development of Learning Protocols for SEMIS Steering Committee
Systems Mapping
Development of Evaluative Measures
Youth Participatory Action Research (Y.P.A.R.)
Recommendations for Future Research
Recommendations for SEMIS
The Role of Theory on Practice PRAXIS
Single and Double-Loop Learning
Single Loop Learning
Double-Loop Learning
Attention is given to identifying errors or dilemmas and correcting them.
Additional attention is given the cause of the problem or error.
(Argyris & Schön, 1978)
Introduction
Methods
Learning Organization
Sustained Professional
Development

The Complexity of Learning Relationships
Rebecca Martusewicz Ed. D., Chair
Dr. Ethan Lowenstein Ph.D.
Dr. Linda Williams Ph.D.
Dr. Gary Marx Ed. D.

Questions?
Growing Whole School Reform Efforts
Introduction—What is community?
What is an EcoJustice approach to Place-Based Education?
Development of an essential question.
Grade and cross-grade planning and standards alignment
Emerging Set of Tools
1. EcoJustice Essential Question Germinator
2. EcoJustice Curriculum Design Checklist
Community/Place-Based Education
Cultural Ecological Analysis
Community-School Partnerships
Community of Learners
Participants as Narrators
12 participants - Steering Committee members of both past and present.
"Story of the Design of SEMIS."
These participants narrate the:
Eco-Ethical
Consciousness

"the awareness of and ability to respond carefully to the fundamental interdependence among all forms of life on the planet"
Eco-Ethical Consciousness
(Martusewicz & Edmundson, 2005, p.73)
Pedagogy of Responsibility
1. To whom are we ethically responsible?
(Edmundson & Martusewicz, 2013)
2. What is to be conserved and what transformed?
1. Theoretical Framework and Introduction to the Research
2. Methods
3. Deep Design
Learning Organization
Sustained Professional Development
Complexity of Learning Organizations
4. Implications and Recommendations
5. Questions
Full transcript