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Beyond the Tyranny of TestingRelational Evaluation in Education$
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Kenneth J. Gergen and Scherto R. Gill

Print publication date: 2020

Print ISBN-13: 9780190872762

Published to Oxford Scholarship Online: October 2020

DOI: 10.1093/oso/9780190872762.001.0001

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Toward Systemic Transformation in Education

Toward Systemic Transformation in Education

Chapter:
(p.181) 9 Toward Systemic Transformation in Education
Source:
Beyond the Tyranny of Testing
Author(s):

Kenneth J. Gergen

Scherto R. Gill

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190872762.003.0009

In this conclusion, the authors consider steps toward systemic transformation in education. They offer proposals for relation-enriching actions in the classroom, the whole school, the community, higher education institutions, and beyond. In the classroom, the authors emphasize the art of inquiring, the art of listening, the art of appreciation, and the art of disagreeing; in the whole school, they advocate a relational ethos and the development of a culture of inquiry and collaboration, participative decision-making, and relational responsibility; in the community, they propose that parents should be co-learners and co-authors of the educational narrative and that neighborhood institutions should serve as school’s learning partners; in the case of higher education institutions, the authors stress these institutions’ role in expanding students’ learning and supporting teachers’ professional development. Finally, the authors point out that a systemic transformation in education invites a globally shared inquiry into new ways living together.

Keywords:   systemic transformation, whole school process, culture of inquiry, community partnership, collaborative decision-making, relational responsibility, higher education institutions

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