27 SES 13 C, Reflexive Practice and Educational Research
Our communication deals with spaces and training initiatives in the area of educational research. This is an informal educational experience with seminar format that we call Huerting, which was created in 2011 by Dr. José Contreras (Faculty of Pedagogy) to bring together postgraduate students whose thesis he directs in the context of the UB's Doctorate program "Education and Society" (adapted to the European Higher Education Area).
This program trains new researchers through the development of research; a process that is based on practice, but we believe that something is missing in this process: spaces are still neglected, methodological needs have not been met, there are outstanding theoretical discussions and research experiences which are not being shared. Huerting emerges on the frontier between future researchers' needs and the institutional formal background. It is a space where we learn from and with each other. Its name represents our idea of growing a mobilizing way of thinking through individual and collaborative work, and seeks to care and engender our research experiences in both human and academic dimension. Huerting is currently comprised of ten people (teacher and students) from Europe and Latin America, but its total number fluctuates according to each process. It started as a relationship between a director and his postgraduate students, but over time it has acquired particular characteristics that emerged from the desire to know and from an interwoven construction, not subjugated to power. Perhaps it is right there where Huerting's fertility and continuity over time lies.
Research processes are often limited and complicated by institutional designs, as they impose rhythms and practices that disregard projects' real needs. Huerting takes place on the periphery, and it is fertile as it works autonomously from academic logic and still it is built academically. The periphery allows a vacuum time from obligations and university rules. Huerting's time creates free time and freedom to cooperate in a group; and it is a time that can be filled by the singular desire of each investigation. However, Huerting's life on the periphery does not imply isolation or confinement, as it is about working inside academia but keeping a right distance that allows the emergence of new creative practices.
We talked about a meeting place for experiences, a symbolic space in which everyone is called to cultivate as long as he or she works in its own garden, mediated by their own experiences and others'. Cultivating binds us; the relationship is cultivated. We are transformed through the relationship, a relationship that is a commission of presence. We find a desire to understand (us) and accompany (us), a desire to be there, a desire for presence. Huerting is a place to cultivate the act of thinking in presence (Zamboni, 2009). Initially, silences, then the opening words, listening as coming out to meet others, voice as showing ourselves, conversation as walking and babbling as implication. Find each other in thinking in presence and relating with others is, primarily, an escape from solipsism. It is also different from the usual solitary practice of writing. Many things are opened in the act of thinking in relationship. There is fertility in sharing experiences, sharing stories and weaving arguments. We look, we listen, we show. Each new experience brings the possibility of giving birth to new knowledge; every experience, as an action, carries the new and the unpredictable. Thus, each question takes us through unknown paths in which we get to know each other. And inside that unexpected path, a trip to meet others and ourselves stands out.
Arendt, H. (1995). De la Historia a la acción. Barcelona: Paidós. Arendt, H. (2003). Entre el pasado y el futuro: Ocho ejercicios sobre la reflexión política. Barcelona: Península. Clandinin, J. & Connelly, M. (2000). Narrative inquiry. Experience and story in qualitative research. San Francisco: Jossey-Bass. Connelly, F. M. & Clandinin, J. D. (1995). Relatos de experiencia e investigación narrativa. In Larrosa, J. Déjame que te cuente. Ensayos sobre narrativa y educación (pp. 11-59). Barcelona: Laertes. Contreras, J. & PéRez De Lara, N. (2010). Investigar la experiencia educativa. Madrid: Morata. Craveri, Benedetta. (2003). La cultura de la conversación. Madrid: Siruela. De Vita, A. (2012). Relaciones y contextos para educar. Barcelona: Laertes. Diotima. (1996). La sapienza di partire da sé. Napoli: Liguori Editori. Diotima. (1999). Il profumo della maestra. Nei laboratori della vita quotidiana. Napoli: Liguori Editori. Gadamer, H. (1977). Verdad y método :Fundamentos de una hermenéutica filosófica. Salamanca: Sígueme. Piussi, A.M. (1995). Sapere di sapere. Donne in educazione.Torino: Rosenbeng & Sellier. Ricoeur, P. (1984). La vida: un relato en busca de narrador. En Educación y política. (pp. 45-58). Buenos Aires: Docencia. Ricoeur, P. (1995). Tiempo y narración: Vol. I; Configuración del tiempo; Vol. II, Configuración del tiempo en el relato de ficción; Vol. III, El tiempo narrado. México: Siglo XXI. Ricoeur, P. (1999). Historia y narratividad. Barcelona: Paidós. Ricoeur, P. (2000). Narratividad, fenomenología y hermenéutica. Anàlisi, 25, 189-207. Van Manen, M. (1998). El tacto en la enseñanza: El significado de la sensibilidad pedagógica. Barcelona: Paidós Ibérica. Van Manen, M. (2003). Investigación educativa y experiencia vivida: Ciencia humana para una pedagogía de la acción y la sensibilidad. Barcelona: Idea Books. Zamboni, Ch. (2009). Pensare in presenza. Coversazioni, luoghi, improvvizazioni. Napoli: Liguori editore. Zambrano, M. (1989). Notas de un método. Madrid: Mondadori.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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