Pedagogy, Education and Praxis (PEP) is a cross-institutional, collaborative research program which brings together researchers investigating the nature, traditions and condition of pedagogy, education and praxis and how they may be developed in different national contexts and various educational settings. The institutions participating in the network are:
Bilateral Memoranda of Understanding to Cooperate in Research and/or Letters of Intent have been established between a number of the lead institutions in the collaboration.
The PEP international program emerged out of a series of discussions about the way in which the bureaucratisation and de-professionalisation of education were now eroding the moral, social and political commitments that informed pedagogical practice until the recent past, and a shared conviction of the need for a form of educational research committed to reviving and restoring these commitments. The outcome was the formal creation, in 2005, of an international research program that would create and support a collaborative network of scholars committed to:
Encouraging a reflexive dialogue between the European traditions of 'pedagogiek' and the Anglo-Saxon tradition of 'educational philosophy and theory' continues to provide theoretical resources for understanding how the concepts of 'education', 'pedagogy' and 'praxis' are understood in the different traditions of thought and practice of countries participating in the PEP international collaboration.
Researchers participating in the collaboration meet regularly to manage the research program, to plan collaborative initiatives, and to encourage the cross-fertilisation of ideas. Research groups facilitated from the lead institutions differ in their specific areas of research interest and their particular ways of working, but they have all attracted research students, acquired research funding, produced significant publications, conducted high quality research projects, and hosted exchange visits of researchers in the fields defined by the program's aspirations and aims.
The strength, vitality and sustainability of the program result from a research strategy developed and continuously revised at a series of planning meetings held since 2005. This strategy has already produced some notable achievements:
The program's research agenda is organised around five general research questions to be answered through
At the international PEP meeting in Vasa, Finland in 2015 a new research program was developed for the period 2016-2020. The broad theme of action research and practice theory informs this program.
The 2016-2020 research areas are:
The 2011 Gothenburg meeting decided to explore educational praxis in a wide range of contexts through action research projects aimed at locally sensitive, site-based education development in the different conditions pertaining in the countries participating in the PEP collaboration. A number of action research projects in the program listed in Appendix 1 of the original document arising from the 2011 meeting aimed to give fine-grained access to the conditions for praxis in different sites and levels of education in our countries, and to the conditions for professional learning and leadership at different stages of the teaching career.
At the 2012 meeting these projects were used as a basis for identifying themes across the projects in the Action Research and Practice Theory empirical research program. These three themes are:
These themes led to the formation of cross-national collaborations, which supported further exploration of the five research questions for the PEP international collaboration enunciated above.
These themes informed our investigations of the practice traditions that have formed the work of educators and pedagogues in our different countries. They also allowed us to explore how action research itself, taking different forms that have been shaped by different practice traditions in our different countries, can be understood as a practice shaped by the different kinds of practice architectures (cultural-discursive, material-economic and social-political arrangements) to be found in the diverse sites in which our action research projects are being conducted. Thus, for example, we see differences in the forms taken by action research in different countries and settings – for example, Nordic action research shaped by the folk enlightenment tradition, 'emancipatory' educational action research in Australia and Colombia shaped by a version of critical social science, and practical educational action research in the tradition of the human sciences in the Netherlands.
Between 2008 and 2011, the main strategic priority for the PEP international collaborative research program was to integrate an interconnected series of empirical projects on 'Praxis Development throughout the Teacher's Career'. This was achieved through the conduct of three cross-national empirical projects:
As distinct from the specific outcomes and findings of these separate projects, now emerging in conference presentations, articles and books, the purpose of this overarching program was to
For further details regarding the Faculty of Arts and Education's Pedagogy and Praxis Research Priority Area, please contact Dr Susanne Francisco.