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Immersion

Report Words
Name of the site. Insert name of the setting and/or sub-setting 10-25
Brief description of the site (the practice landscape) Background information of the practice setting to contextualise the practice 200
Overview of the project (aim) of the practice. Answer to the question ‘what are you/we doing here?’ 50
Use the table below to provide an overview of some key elements of the practice. 0
Dot points or short sentences capturing key elements – project vocabulary, systems of communication, instructional/pedagogical language/non-participant (onlooker) language 33
Sayings Pedagogical focus: intentions/goals, individual, group, closed, open-ended, specific, general?
Ways of judging progress/performance: intentions/goals, ratings/scores/timing/competence references/onlooker comments
Doings Dot points or short sentences capturing key elements – skills, drills, codes, teams, competition, collaboration, ratings/competence references 33
Relatings Dot points or short sentences capturing key relational elements – learners, teachers, affiliated projects, people and bodies, stakeholders, sponsors, competitors 33
Overview of key architectures of the practice – some possibilities for inclusion: 0
Short answer response, must include references if in text citations used. Must relate directly to the elements noted in the previous table (approx. 300 words each, excluding references)
Practice traditions Categories and origin of project-related vocabulary Gendered? Inclusive/excluding? Just/unjust? 300
Cultural-discursive architectures/conditions Expected learner knowledge and focus (learner or teacher determined?) Enable or constrain participation or practices?
that relate directly to the sayings elements Conventions of coding and rating systems (learner or teacher determined?) Enable or constrain participation or practices?
(How is knowledge produced and Forms of feedback and assessment (learner or teacher determined?) Supportive/progressive/critical/technical/practical/individual/comparitive?
reproduced through individual, plural and History of clothing/headwear/footwear/grooming Enable or constrain participation or practices?
contingent practices here and across Source of stylistic forms of body manoeuvres Enable or constrain participation or practices?
different sites?) Traditional and contemporary function of uniforms, grooming, attire - as expressive/symbolic Enable or constrain participation or practices?
In what ways is this project of education an initiation into forms of understanding that foster self-expression in a culture based on reason?
Building/space, structures, activity medium (classroom, playing field, pool), soundscapes Enable or constrain participation or practices? 300
Practice traditions
Project times Enable or constrain participation or practices?
Material-economic architectures/conditions
Facility access and fittings Enable or constrain participation or practices?
that relate directly to the doings elements
Furniture and equipment Enable or constrain participation or practices?
Practice architectures that enable these
Required/optional personal clothing/headgear/footwear/specialized equipment Enable or constrain participation or practices?
doings
Economics of project funding, services, supports, session costs and learner access Enable or constrain participation or practices?
In what ways is this project of education an initiation into modes of action towards self-development within a secure, productive and sustainable economy and environment?
Standing of project within immediate and broader community New, established, admired/valued, point of pride/shame? 300
Teams, clubs and affiliations None, developing, established, admired/valued, point of pride/shame?
Sustainability of project within its physical and social landscape Temporary/long-term-funded/permanent - Enabling or constraining?
Ways of recruitment to project Gendered? Inclusive/excluding? Advantaging/disadvantaging, Just/unjust?
Political influence from outside the project Gendered? Inclusive/excluding? Advantaging/disadvantaging, Just/unjust?
Practice traditions
Political influence from inside the project Gendered? Inclusive/excluding? Advantaging/disadvantaging, Just/unjust?
Social -political architectures/conditions
The nature of relationships between learners Gendered? Inclusive/excluding? Advantaging/disadvantaging, Just/unjust?
that relate directly to the relatings elements
The nature of relationships between teachers and learners Gendered? Inclusive/excluding? Advantaging/disadvantaging, Just/unjust?
The nature of relationships between this and related projects Gendered? Inclusive/excluding? Advantaging/disadvantaging, Just/unjust?
The nature of relationships between families connected to the project Gendered? Inclusive/excluding? Advantaging/disadvantaging, Just/unjust?
Sponsors and supporters Gendered? Inclusive/excluding? Advantaging/disadvantaging, Just/unjust?
Stakeholders and competitors Gendered? Inclusive/excluding? Advantaging/disadvantaging, Just/unjust?
In what ways is this project of education an initiation into ways of relating to one another and the world that lead to self-determination in a secure, just and democratic society?
References 0
Briefly describe one or two traditions influencing the practice. 200
Practice traditions carry the imprints of prior sayings, doings, and ways of relating in a practice. They encapsulate the history of the practice and act as a ‘collective memory’ of the practice. They are invoked when people refer
to ‘the way we do things around here’ Consider how the traditions associated with the practice you have reported are influenced by these traditions. (Short answer response)
Important traditions apparent in the practice relating to ‘the way we do things around here’. One or two examples from:
− Cultural-Discursive architectures/conditions that relate directly to the sayings elements
− Material-Economic architectures/conditions that relate directly to the doings elements
− Social -political architectures/conditions that relate directly to the relatings elements
In what ways do the traditions of this project of education enable or constrain learning towards the good for each person, the good for mankind and a world worth living in?
Word count tally 1449

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