Día: 20 de febrero de 2018

From Educational Organizations to Educational Ecosystems

Publicada el por JordiDG

Jordi Díaz-Gibson and Mireia Civís, coordinators of the NetEduProject

Fully immersed in the 21st century, we can see that, at the educational level, efforts are being made to shift from organizational models based on hierarchical authority and control to more horizontal and network-connected organizational forms (Daly, 2010). This suggests a series of transitions in the educational world from independence to interdependence; from centralized leadership to distribution of leadership; from responsibilities to co-responsibility; from specialists to multidisciplinary generalists, and from dogma to dialogue. Thus, we understand that educational change and innovation in schools or other socio-educational organizations have to acknowledge these organizations to be located in the context of a neighbourhood or a community and that, at the same time, this wider social system also has a relevant role in education.

Educational organizations have become more and more aware of the need to connect with their neighbourhood or community in order to improve their educational action. Recently there has been an increase in collaborative strategies among educational agents in the same area, thus setting up collaborative educational projects with attention focusing on children, youth and families themselves. These initiatives are based on the fact that the systematization of these relationships, formal articulation and sustained collaboration among educational organizations establish the basis for educational improvement. And from these ideas emerges the concept that sustains NetEduProject: Educational Ecosystems.

An Educational Ecosystem is the set of social relationships between educational actors in an educational organization, neighbourhood or community. An ecosystem is based on the idea that enriching and promoting educational action demands the connection and collaboration among educational and social agents. These interconnections include internal –among professionals inside an organization– and external interdependencies –among organizations in the community such as schools, after-school entities, associations, social services, families, universities, companies, and so on–, and result in the establishment of synergies, shared construction of knowledge, and achievement of shared objectives. This is the rationale of educational action in the “network society” to meet the challenges of education in the 21st century.

In the last twenty-five years, we have lived the emergence and consolidation of experiences based on this idea of Educational Ecosystems. Thus the empowerment of social relations between educational actors in the community has become a very present strategy in the national and international context as a response to current shared and complex challenges that require the joint action of agents involved. Then, these initiatives have emerged with different district educational programmes, area educational projects, local educational networks, local community educational plans, community educational partnerships, education action zones, neighbourhood educational associations or preferential education areas, among the most common examples. In short, we understand that these initiatives have a current focus on their Educational Ecosystems as they share a base on educational and social co-responsibility, community closeness, and interdisciplinary collaboration.

Educational organizations pursue specific goals, but these ecosystems take into account both, educational objectives and the content exchanged among agents through social links –ideas and knowledge, educational materials, emotional support, among others–, where bonds shape a certain structure of relationships (Scott, 2000). Thus, these ecosystems consist of all the educational agents in a community, that is, the professionals and other members of the organizations that work to achieve shared educational goals in a certain community.

Therefore, these initiatives are specifically focused on the qualitative process of transformation of both an organization and a community into educational ecosystems based on collaboration and innovation. At the same time, these ecosystems require the creation of a new way of working together on the basis of trust, by providing a new know-how based on interdisciplinary discussion and collaboration among educational and social professionals in the community (Díaz-Gibson & Civís, 2014).

Up to now, we can say that there are Educational Ecosystems’ initiatives that are improving education in Catalonia and all around the world. Particularly, North American, European and Australian researchers have pointed at significant results achieved by these initiatives such as an improvement in school achievement  (Carpenter et al., 2010; Renée & McAllister, 2011), improvement of capacity to innovate (Sorensen & Torfing, 2010; Miller & Jaeger, 2011), or the optimization of socio-educational resources in the community field, as well as an increase in organizational efficiency (Keast & Brown, 2002; Díaz-Gibson et al., 2010; Díaz-Gibson et al., 2016; Almirall et al., 2012).

De organizaciones educativas a ecosistemas educativos

Publicada el por JordiDG

Jordi Díaz-Gibson y Mireia Civís, coordinadores de NetEduProject

Las organizaciones educativas y sus profesionales cada vez ven más evidente la necesidad de conectarse con otros actores educativos del barrio o la comunidad para mejorar la acción educativa. En la última década se evidencia un aumento de estrategias colaborativas entre actores educativos de un mismo territorio, que tejen proyectos educativos colaborativos cuyo centro de acción son los mismos niños/as, jóvenes y familias. Estas iniciativas se fundamentan en el hecho de que la sistematización de esas relaciones sociales, la articulación formal y la colaboración sostenida entre las organizaciones educativas establecen las bases de la mejora educativa. De ahí nace el concepto fundamentador de NetEduProject: los ecosistemes educativos.

Un ecosistema educativo es el conjunto de relaciones sociales existente entre los actores de una organización educativa, barrio o comunidad. La idea de ecosistema sostiene que para el enriquecimiento y la potenciación de la acción educativa es necesaria la conexión y la colaboración entre los actores educativos y sociales. Estas interconexiones incluyen interdependencias internas —entre profesionales dentro de una organización— y externas —entre organizaciones en la comunidad, tales como escuelas, entidades extraescolares, asociaciones, servicios sociales, familias, universidades, empresas, etc.—, y tienen como resultado el establecimiento de sinergias, la construcción compartida de conocimiento y la consecución de objetivos compartidos. Es la lógica de la acción educativa en la ‘sociedad red’ para responder a los retos de la educación en el siglo XXI.

En los últimos veinticinco años hemos vivido la emergencia y la consolidación de experiencias que parten de esta idea de ecosistema. El incremento de las relaciones sociales entre los actores educativos de una comunidad se ha convertido en una estrategia muy presente en el contexto nacional e internacional, para dar respuesta a los retos educativos del presente, unos retos compartidos y complejos que requieren la acción conjunta de los actores implicados. Así pues, estas iniciativas han aparecido en varios programas educativos de barrio, proyectos educativos de zona, redes educativas locales, planes educativos de entorno, partenariados educativos comunitarios, zonas de acción educativa, asociaciones educativas vecinales, áreas de educación preferente o proyectos de educación360, entre los más comunes. En síntesis, entendemos que estas iniciativas tienen presentes sus ecosistemas educativos como motor de crecimiento en tanto que comparten una fundamentación en la corresponsabilidad educativa y social, la proximidad comunitaria y la colaboración interdisciplinaria.

Si bien las organizaciones educativas se centran en el alcance de unos objetivos concretos, los ecosistemas educativos se identifican tanto por sus objetivos educativos perseguidos, como por el contenido que se intercambia entre los actores a través de los lazos sociales —ideas y conocimientos, materiales educativos, apoyo emocional, entre otros—, donde los vínculos forman una estructura de relaciones determinada (Scott, 2000). Así, estos ecosistemas están constituidos por todos los activos educativos de una comunidad, es decir, los profesionales y otros miembros de las organizaciones que trabajan para alcanzar objetivos educativos compartidos en una comunidad determinada.

Por tanto, se hace referencia al proceso cualitativo de transformación tanto de una organización como de una comunidad en ecosistemas educativos basados en la colaboración y la innovación. A su vez, estos ecosistemas requieren la creación de una nueva manera de trabajar conjuntamente sobre una base de confianza, proporcionando un nuevo know how basado en la discusión interdisciplinaria y la colaboración entre los profesionales educativos y sociales de la comunidad (Díaz-Gibson y Civís, 2014).

Hoy por hoy, podemos decir que existen proyectos educativos comunitarios que plantean su acción desde una lógica de ecosistemas educativos que están mejorando la educación en España y en el mundo. Específicamente, investigadores norteamericanos, europeos y australianos han evidenciado resultados significativos alcanzados por estas iniciativas, como son la mejora del éxito escolar (Carpenter, et al. 2010; Renée y McAllister, 2011), la mejora de la capacidad de innovación (Sorensen y Torfing, 2010; Miller y Jaeger, 2011), o la optimización de recursos socioeducativos en el ámbito comunitario, así como el incremento de la eficiencia organizativa (Keast y Brown, 2002; Díaz-Gibson, et al. 2010; Díaz-Gibson, et al. 2016; Almirall et al. 2012).

D’organitzacions educatives a ecosistemes educatius

Publicada el por JordiDG

Jordi Díaz-Gibson i Mireia Civís, coordinadors de NetEduProject

Les organitzacions educatives i els seus professionals veuen cada cop més clara la necessitat de connectar-se amb altres actors socials del barri o la comunitat per millorar l’acció educativa. Darrerament s’evidencia un augment d’estratègies col·laboratives entre actors educatius d’un mateix territori, de manera que es teixeixen projectes educatius col·laboratius on el centre d’acció són els mateixos infants, joves i famílies. Aquestes iniciatives es fonamenten en el fet que la sistematització d’aquestes relacions, l’articulació formal i la col·laboració sostinguda entre organitzacions educatives estableixen les bases de la millora educativa. I d’aquí neix el concepte fonamentador de NetEduProject: els ecosistemes educatius.

Un ecosistema educatiu és el conjunt de relacions socials existents entre els actors d’una organització educativa, barri o comunitat. La idea d’ecosistema entén que per a l’enriquiment i la potenciació de l’acció educativa és necessària la connexió i la col·laboració entre els actors educatius i socials. Aquestes interconnexions inclouen interdependències internes —entre professionals dins d’una organització— i externes —entre organitzacions en la comunitat tals com escoles, entitats extraescolars, associacions, serveis socials, famílies, universitats, empreses, etc.—, i tenen com a resultat l’establiment de sinergies, la construcció compartida de coneixement i l’assoliment d’objectius compartits. És la lògica de l’acció educativa en la ‘societat xarxa’ per respondre als reptes de l’educació en el segle XXI.

En els darrers vint-i-cinc anys hem viscut l’emergència i la consolidació d’experiències educatives que parteixen d’aquesta idea d’ecosistema. L’increment de les relacions socials entre actors educatius d’una comunitat per construir un projecte comú s’ha convertit en una estratègia molt present en el context nacional i internacional per donar resposta als reptes educatius del present, uns reptes compartits i complexos que demanen de l’acció conjunta dels actors implicats en un ecosistema educatiu. Així doncs, aquestes iniciatives han aparegut en diversos programes educatius de barri, projectes educatius de zona, xarxes educatives locals, plans educatius d’entorn, partenariats educatius comunitaris, zones d’acció educativa, associacions educatives veïnals, àrees d’educació preferent o projectes d’educació360, entre els més comuns. En síntesi, entenem que aquestes iniciatives tenen present els seus ecosistemes educatius com a motor de creixement, en tant que comparteixen una fonamentació en la coresponsabilitat educativa i social, la proximitat comunitària i la col·laboració interdisciplinària.

Si bé les organitzacions educatives se centren en l’assoliment d’uns objectius concrets, els ecosistemes educatius s’identifiquen tant pels objectius educatius perseguits, com pel contingut que s’intercanvia entre els actors a través dels llaços socials —idees i coneixements, materials educatius i suport emocional, entre d’altres—, on els vincles formen una estructura de relacions determinada (Scott, 2000). Així, aquests ecosistemes estan formats per tots els actius educatius d’una comunitat, és a dir, tots els professionals i altres membres de les organitzacions que treballen per assolir objectius educatius compartits en una comunitat determinada.

Per tant, es fa especialment referència al procés qualitatiu de transformació tant d’una organització com d’una comunitat en ecosistemes educatius basats en la col·laboració i la innovació. Alhora, aquests ecosistemes requereixen la creació d’una nova manera de treballar junts sobre una base de confiança, proporcionant un nou know how fonamentat en la discussió interdisciplinària i la col·laboració entre els professionals educatius i socials de la comunitat (Díaz-Gibson i Civís, 2014).

Ara per ara, podem dir que existeixen tant projectes educatius comunitaris com centres educatius que plantegen la seva acció des d’una lògica d’ecosistema educatiu que estan millorant l’educació a Catalunya i al món. Específicament, investigadors nord-americans, europeus i australians han evidenciat resultats significatius assolits per aquestes iniciatives com són la millora de l’èxit escolar (Carpenter et al., 2010; Renée i McAllister, 2011), la millora de la capacitat d’innovació (Sorensen i Torfing, 2010; Miller i Jaeger, 2011), o l’optimització de recursos socioeducatius en l’àmbit comunitari, així com l’increment de l’eficiència organitzativa (Keast i Brown, 2002; Díaz-Gibson et al., 2010; Díaz-Gibson et al., 2016; Almirall et al., 2012).

What Can We Learn from a Master Chef About Collaboration

Publicada el por JordiDG

By the Coordinator of the NetEduProject Jordi Díaz-Gibson in collaboration with Peter Miller & Alan J. Daly. 

Ferran Adria is widely recognized as one of the best chefs in the world. As education scholars, the authors of this commentary have developed an ongoing collaborative research relationship that has drawn considerably from Adria’s approach. They suggest that this emergent Adria-inspired way of collaboration contributes to understanding international collaboration and can significantly inform other education researchers who similarly seek substantive impact in their fluid and complex settings.

Ferran Adria’s restaurant, El Bulli attracted patrons from across the globe to Roses (Girona, Spain) where they sampled not only Adria’s cuisine, but also his world famous innovative methods for creating and delivering a unique dining experience. El Bulli closed in 2011 at the height of its success and, while Adria’s reputation as a world master has continued to grow, his influence has accelerated into a broader sphere of creativity. Adria founded and heads the El Bulli Foundation, an international and interdisciplinary lab that rethinks cuisine with an innovative and design-based approach, and where new ideas and projects are lifted into reality. One of the most compelling indicators of Adria’s influence is the map identifying the locations and work of over a thousand “Bullianos,” former employees or associates of the foundation, who are shaping modern notions of creativity and design, challenging professionals in varied fields and across a fractured world to rethink their work in response to contemporary opportunities and challenges.

As education scholars in Barcelona, Spain; Madison, Wisconsin; and San Diego, California, we have developed an ongoing collaborative research relationship drawn from Adria’s approach. Our research collaboration has been less project-based (i.e., tied to a specific grant or study) than it has been relationally and philosophically tied to a way of working together. We have learned four lessons that drive our work and are illustrated by Adria’s experience: humility, diversity, generosity and risk. We suggest that this emergent Adria-inspired way of collaboration contributes to understanding international collaboration and can significantly inform other education researchers who similarly seek substantive impact in their fluid and complex settings.

The first two lessons that we have drawn from Adria’s work relate to his notions of humility and diversity. Adria is unquestionably a genius who, in developing an entirely new way of cooking (molecular gastronomy), has shaped his entire field. But Adria remains humble, continually and systematically deconstructing and reconstructing his core ideas about work and creativity. In cooking, Adria achieved success by reexamining the very form, function, and integration of common ingredients. Even as Adria’s innovations spread, he focused on reflection and new learning, commonly leaving work after many hours lamenting that “I don’t know anything!”

Adria is humble. His ongoing pursuit of learning is and has always been anchored in his value for diversity. Like education researchers, many leading chefs tend to spend time with and learn from chefs who use similar methods and focus areas. But even at the height of El Bulli’s popularity, Adria would routinely close the restaurant for nearly half of each year to develop his craft; traveling the world with colleagues to learn about food in vastly different settings. Adria views varied contexts, cultures, natural resources, differing perspectives, and people as the richest sites for new learning.

As our informal research collaboration has evolved over the past eight years we have sought to similarly center humility and diversity. We leverage diversity between our three settings and the contexts they serve to regularly reflect upon and develop. We actively seek out new perspectives that challenge our thinking and push us to question assumptions about what has come before. In our work together we see ourselves as not being defined by our differences, but in the spirit of Adria, being strengthened by them. We embrace diversity in many ways not only for the rich learning opportunities it provides, but because the more we learn about innovation the more we understand the value of differing perspectives. Our learning comes not despite difference, but because the differences open up new pathways of understanding. This is not an easy task, but one that is perhaps the most rewarding in our work as we seek to understand, empathize, and grow together.

A third lesson we have learned from Adria is to anchor collaboration in a shared commitment to professional generosity. The worldwide network of “Bullianos” has evolved not because of any formal expansion, but rather as core to Adria’s commitment to sharing his time, ideas, and social support with others. He gives without expecting return and in doing so is repaid many times over.

Adria’s international recognition and worth is unparalleled in his field. He does not need to network with others to maintain his professional status, and few would critique Adria for holding to the innovative ideas that launched his career. However, Adria is renowned for his generosity and openness with those who are committed to creativity and taking a path of experimentation. A diverse array of chefs, artists, scientists, leaders, and other influencers travels to learn with and from Adria each year. He views their collaboration as having mutual benefit; his ideas are shared, vetted, and spread all while his protégés tailor new ideas that relate to and expand upon the foundation laid by Adria.

We attempt to similarly offer professional generosity in our collaboration by sharing research practice not only with each other during our semi-regular video conferences and international trips, but also with each others’ students and communities. For example, we have worked in common projects, we have introduced each other to co-workers and established new relationships and opportunities, we have shared lectures abroad to our graduate students, spread instruments to improve school performance, and partnered with the local administration. We have gathered together with others to learn and partner, written together, struggled together, and also shared a beer together and have occasionally done all three at the same time.

It is both the formal tasks and projects we have undertaken as well as the informal time to share and get to know each other on a different level. In our time together beyond completing projects and writing pieces we have shared the death of parents, birth of children, moves, major career shifts, and promotions. It is the combination of the professional and personal that bonds us and from our vantage points makes our work better.

This learning across boundaries focuses not just on “what works” in different settings, but on deeper questions of whythe work is done and howpeople come together when it is done. While not comparable to the worldwide Bullianos, we focus on expanding our research network by starting from a place of giving to those who ask. We know we do not hold all the ideas and knowledge, to think so is the antithesis of what we strive to create, and so we seek to grow, to give, to learn, and to share. The work of improving educational systems worldwide is complex and requires new models and ways of being that we strive to design and grow in the same way the Bullianos do in creating new culinary advances.

Finally, the fourth and most challenging of Adria’s lessons to us as education researchers is to take risks. He closed El Bulli, one of the world’s most famous and admired restaurants because he felt called to address more fundamental aspects of the creative process. El Bulli Foundation does not focus on food, he has moved on to an altogether new field. This change is no small risk, if not to his financial standing than to his legacy as a master chef. Like his commitment to humility, diversity, and generosity, Adria describes risk as an essential aspect of his continuing development as an authentic contributor to creative enterprise.

We too are challenged to take risks in education research and we have strived to provide each other with support in this regard. If we really unpack the idea of risk at its heart is vulnerability. We view vulnerability at the birthplace of innovation, creativity, and change and it is our ability to be vulnerable with one another that allows risk taking to happen. For example, we have spent time in one another’s settings as a way to push ourselves out of comfort zones and well established patterns. We strive to create the conditions for each of us to feel psychologically safe and open through actively listening and seeking to understand. Not only is this orientation central to our own work, but is critically important in the efforts we undertake in the field.

These lessons from Adria are instructive from our vantage point. None of us considers ourselves or the work we do to be that of a master chef, rather we see ourselves as learners as the learned are perfectly suited for what currently exists. Pushing ourselves professionally and personally to grow and change in a supportive and nurturing context is at its core what makes for productive learning. The lessons of Ferran Adria provide a jumping off point to for us to reflect on what brings us together and in doing so we hope both encourages and nurtures others to consider these lessons.

Cite This Article as: Teachers College Record, Date Published: November 30, 2017
http://www.tcrecord.org ID Number: 22205