Dialogic #335
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#335 | October 13, 2023 | Tom in Japan |
Progress Through Paradox: Embracing Tensions in Educational Change
To kick off my series of reflections about my time last week in Japan at the GELP Tokyo conference, I want to explore the tension between a mindset open to ideas and new perspectives and making transformation work locally.
Here is a little bit of information to lay some groundwork. I am on the design and facilitation team running the Global Educators Leadership Network (GELP) annual convening. Over the last few years, these events have been supported and hosted by Google for Education. In 2022, we were in Singapore, and last week, we ran the two-day convening in Tokyo, Japan.
This year, we had 23 countries represented by over 40 people in Tokyo and more online across the conference. We had a rich programme of excellent speakers, all sharing stories about leading educational transformation. It was an inspiring few days.
Let’s dig into the tension I am exploring in this week’s newsletter: the slightly contradictory endeavour of privileging the local context over being open to new ideas or solutions.
I’m referring to the tension between two vital but seemingly opposing perspectives on change and transformation.
On the one hand, we have a mindset that is constantly open to new ideas, eager to absorb the latest thoughts, theories, and strategies from around the globe. This mindset thrives on the fresh and innovative, continually seeking improvement in education. It is characterised by a willingness to experiment, venture beyond the known and familiar, test boundaries, and push limits.
On the other hand, we need to make these ambitious ideas work within a specific, local context. This perspective understands that education is deeply embedded in cultural, social, and economic realities that differ significantly from place to place. It recognises that what works in one context may not work in another and that no single methodology or approach can be universally applicable.
The Perils of Insularity and Keeping up Appearances
In the first mindset, there is a risk of becoming overly focused on the ‘new’ and ‘exciting’ at the expense of the ‘relevant’ and ‘practical’. Ideas that sound promising in the abstract may prove ineffective or harmful when applied in real-world situations, mainly if imposed without considering local circumstances.
In the second mindset, it is dangerous to become too insular and reject valuable insights and opportunities simply because they originate outside the local context. It is easy to fall into the trap of thinking that ‘we’ve always done it this way’ or ‘that won’t work here’, thereby missing out on the benefits of innovation and change.
Shared Problems, Localised Solutions
One thing is clear from listening to 23 countries talk about educational transformation: we are all pulling in the same direction, even if we do not know it. The problems we share are more common than we might think. From the struggle to integrate technology effectively into our classrooms to the challenges of preparing our students for a rapidly changing future to the imperative of fostering equity and inclusion in our schools, these are issues that transcend borders.
However, the solutions to these shared problems are not one-size-fits-all. They need to be nuanced and adaptable, tailored to local contexts. They need to be rooted in a deep understanding of the cultural, social, and economic realities of the places where they are implemented.
We need to foster a mindset that is open to new ideas but also mindful of the realities on the ground. We need to be willing to learn from each other and adapt and customise those learnings to our contexts.
Saying “Think global, act local” seems too pithy to communicate the struggle to balance these dispositions.Achieving this balance is not easy. It requires humility and empathy, courage and creativity, patience and persistence. But it is essential to make meaningful, sustainable progress in transforming education.
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The Bunurong people of the Kulin Nation are the Traditional Custodians of the land on which I write and create. I recognise their continuing connection and stewardship of lands, waters, communities and learning. I pay my respects to Indigenous Elders past, present and those who are emerging. Sovereignty has never been ceded. It always was and always will be Aboriginal land.
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