What is the Reading Network to you?
Sharon Smith shares her experience of the Reading Network.
During my Education Studies undergraduate degree, one of my favourite times of the week was the three hour period in between lectures where I would meet up with a friend or two. We used this time to discuss the modules we were studying and the philosophers or theorists that we were being introduced to. We saw this as a space outside of the confines of assessment criteria, which afforded us the opportunity to understand alternative perspectives and to practice and try out our arguments or developing theories with each other. It felt important to find a space to study and learn, without there necessarily being a pre-determined learning outcome to strive for or assignment question to answer. From this point onwards, I have been committed to carving out such a space within my schedule to engage in study that is not directly linked to my current aims. In particular, I have wanted this to be a space to be where I enter into a dialogue or relation with others, so that I am not developing my work in isolation.
I have therefore welcomed the development of the Philosophy of Education Reading Network, as it provides me with the time and space to think with others – whether they are students, like myself, academics, teachers or just others interested in the text. Within the monthly zoom meetings, everyone is equal, with no assigned teacher or expert. Rather, one person is invited to open the meeting by describing why they are interested in the text and posing one or more questions to get the conversation flowing, after which the floor is open to all to discuss the text, with no defined outcome or aim for the discussion. As a result, the conversation stops and starts, with awkward pauses when nobody has a response or a point to make, or many voices speaking at the same time as they have something to say. However, this for me, is why the group is so appealing. It feels like a natural conversation, not forced or pre-prepared. There is no way to know where the conversation will go, as different links and connections are made through the different ideas presented by people with a range of perspectives and experiences that they bring to the discussion.
As I am undertaking a post-qualitative inquiry for my PhD study, it is important that I read as much theory as possible to inform my approach. There is always a danger that I read theory that supports my existing thinking, because this will be more comfortable and will not necessarily cause any disruption to my developing theory. The Reading Network, however, forces me (and I say this positively) to read a key text from a philosopher who I might not have ever thought of reading as part of my research. As a result, I am being introduced to important philosophical texts or theories and perspectives that might either support or critique my current thinking. Furthermore, the dialogue in the group provides an opportunity to test out interpretations of the texts being read, and a way of thinking with others about what it might mean for my own work.
I have attended the first two Reading Network sessions online, and have found the atmosphere of the sessions to be welcoming, friendly and supportive. It took me back to the relaxed nature of the times I would meet with my fellow undergraduate students to discuss texts, linking ideas and theories. Thank you to Elizabeth and Vicky for developing the Network, which will now be a regular feature in my diary each month.
Sharon is currently undertaking PhD research at the University of Birmingham. Her research approaches the subjectivity of parents of children with Special Educational Needs and Disabilities and its impact on inclusion. She was awarded the BERA Doctoral Fellowship in 2019.
