Home > Conference: November 2009, Shifting schooling > Thinking tool 1: Understanding Transitions: Endings

Thinking tool 1: Understanding Transitions: Endings

October 23rd, 2009

As we talk about school change, and as we sometimes write about the changes to structures and societies that will unfold over the next years, we can’t forget that each piece of school change is about shifting the thinking and practice of all the people inside the schools, that societal or educational change is the result of millions of individual choices by thousands of people around the world. And that making those millions of little changes is super hard.

Ultimately, we have a guess that the very hardest part of shifting our thinking towards new ways of teaching and learning for the 21st Century is not the changing of practice but the necessary changing of minds. It seems to me that teachers and principals don’t simply need to change what they do, but who they believe they are. In order for a focus on key competencies to really blossom, teachers and principals may need to think in knowledge in new ways. If teachers and others think about knowledge in new ways, they have to think about their very role in new ways. And often teachers and principals—like many others in helping professions—are so strongly invested in their roles that they actually are their roles. As one teacher I interviewed told me, “My job is like my identity; if I don’t do this well, who am I, anyway?”

A beautiful ending. What loss are we mourning?

A beautiful ending. What loss are we mourning?

So the question isn’t just about how do we change our practices but how do we change our minds about ourselves?

If we’re really going to shift our schooling, I think we need to spend as much of our time on the meaning of the change as we do on the content of the change.  One way is to recognise some of the stages of change. William Bridges, in his groundbreaking book, Transitions (the 25th anniversary edition was published in 2004), points out that we often don’t pay attention well to the different stages of making a change. The first stage Bridges points to is the idea that we need to focus on Endings before we can even begin to deal with what’s next. After Endings, Bridges names an often-neglected phase: the Neutral Zone. Finally, only after we’ve spent time inside the Neutral Zone will we be able to come to a place of New Beginnings.

I thought today I’d just talk a little about the Endings phase, because we need to think about what we’re giving up before we can move on more fully to where we want to be next. Bridges says—and many others who have come afterwards support this—that people tend not to focus enough on the endings, for fear of getting stuck there or giving into sad emotions. But Bridges tells us that without at least some space mourning what we’ve lost, we will not be able to move to a better and new place. The mourning is about fully recognising what we have given up, which is the first critical step. I wonder if we could give some of our time over to missing what’s lost before ploughing ahead to what’s next.

This raises a question in my mind about whether we should try and spend some time in this blog thinking about what we’ll be mourning about the loss of 20C education if we move toward ending of the way things are now. I wonder whether we need to mourn the loss of teacher-as-expert and content-knowledge-as-knowable and the kinds of certainty that we had in the past. Because even if we know that the old ways aren’t working anymore (and even if some wonder if they ever really worked to teach all the students), there will still be parts of who we used to be as teachers and principals and educators that we may be sorry to give up.

I wonder what those parts are for readers here. What parts of your job or your role do you think are at risk in this move toward more 21C ways of teaching and learning? Which of those changes feel like a loss to you? What are you most afraid you’ll have to give up in order to progress along this path?

[This piece is updated and revised version of one which was located for a few weeks on the NZCER Curriculum Conference blog space.]

Conference: November 2009, Shifting schooling , , , ,

  1. | #1

    Hey Juliette,
    I really like this epitaph idea because it helps hold on to a kind of ritual or metaphor for what we’re giving up. The problem often is that all the things we can’t wait to give up are woven through with some things we really don’t want to lose. That makes it hard to throw the whole package away. I wrote about the next space, the Neutral Zone, today. It turns out that ending something isn’t the last stage of transitions…

  2. Juliette Hayes
    | #2

    Hi Jennifer
    I think this is a great question. In the Secondary Futures workshops we ask our workshop delegates to begin by writing a response to this quesiton: “If secondary education died tomorrow, what would be its epitaph?” This produces some quite moving responses – moving because the epitaph usually reflects a system that has been draining us for so long! I run these workshops with staff, students and community members, and the responses across these groups are quite congruent. I wish I had some examples handy, to share with you!

    So my epitaph for my 20th century role as a teacher might read:
    GONE TO A BETTER PLACE.

    :) Juliette

  1. | #1
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