Vocation II: love at the end of work

There was a point, I imagine, when only illness – long and debilitating or short – was what brought the working life to an end universally. “Grow old in your work” is the advice of a wisdom writer 200 BCE (Sirach ch 11) and I read it as an encouragement. However, I find myself wondering, as I start thinking about retirement: what is my vocation?

Sunday’s readings in Mass were about the call of the disciples, and yesterday we remembered three great saints, Paul the Hermit, and the Benedictines Maurus and Placid. The boy Samuel is called at the start of his mission, the earliest disciples move from John the Baptist to Jesus; Paul the Hermit flees to the desert; Maurus and Placid attach themselves to the Patriarch of Western Monasticism; the youthful Antony we remember today (17th Jan) disposes of his responsibilities and flees to the desert  – and somewhere inside me I wonder “what will I do when I grow up?”

And today more rows on Twitter about Bold Beginnings, with teacher A squeaking in support of OfSTED and teachers B, C &c., &c. squawking back, and an  OfSTED spokesperson being bullish, and Prof Michael Rosen growling like a dog at a bullbaiting…  No: they are all really sincere, trying to make sense of their positions or trying to explain what they think and feel to others. Such is the (to go to the Hardyesque or Cold Comfort country fair metaphor again) cockpit of scrabbling around that is social media. Most of the time I love it or at least follow it with a keen eye: today….

Today I want to try and figure out what I’m doing here. What does it mean at this end of my working life (and do I mean “end,” given my first comments?) to find my work “rewarding,” or to say “I love my job”? This is given added flavour by the fact that tomorrow’s class for my PGCE students is about writing a personal statement.   What does it mean to be a professional?

The first question might be whether vocation and profession are coterminous. I shy away from the statements about “passion” and “reward” when describing my job. I have no passion for much of the paper that litters my desk and my reward is fundamentally pay. How about taking pride? Yes, I take pride in a class that goes well, I enjoy talking to  all sorts of students and coworkers, and it has come as something of a surprise at this end of my working life to find I have friends deeply woven into my appreciation of a working day. But was that why I became a teacher in the first place? To have friends? If so, I think I have waited a long time. I wonder whether this is a half truth, or a simplified story. Maybe teaching appeals because of the relational aspect of the work.

This particular hare was started by my good colleague Georgina Glenny, whose research seminar today talked a lot, in among her subject (the difficulty of designing for “interventions”) about pedagogy and relationships. I did not become a teacher – in any of the sectors I’ve experienced – because if the standards agenda. I did not become a teacher because I read a book on teaching. I don’t even think I principally chose to teach to “make a difference.” I think I became a teacher because I discern that I am good at getting on with people, by and large; I enjoy people’s company. I really enjoy watching people learn, and helping people to learn, and the best places I’ve found to do this are Nurseries and Universities. As part of that I came, through my own children and then through those I worked with, to love their worlds, and the literature that illuminates it, from Moomins to Raymie Nightingale. I know other people see the job differently, and other people who share my kick from watching learning see it better in other places. Is this vocation? I come (back) to the early monastics, to the advice from Abba Nisteros:

Not all good works are alike, For Scripture says that Abraham was hospitable and God was with him. Elias loved solitary prayer and God was with him. David was humble and God was with him. Therefore whatever you see your soul to desire according to God do that thing and you shall keep your heart safe.

Even without God this makes sense. Do what your heart tells you and you can keep it safe. Love your work.

However.

This takes me to a good (although not conclusive) place, but won’t do for a person spec. and a personal statement.  What we need is a way to communicate passion, commitment, love without cliche or threadbare argument. This is as true of the profession as a whole as it is of the novice looking for a first job. Except for the mere contrarians, this is true of The Twitterers; except for the pale pen-pushers this is true of policy makers and enforcers; except for the person who has lost their way and should have left the profession years ago, this is true of teachers and educators from one end of the sector to the other. We need, bluntly, to know what we profess.

But I wonder – I worry – that we are so individualist that the personal statement is just that: a personal vision, squeezed and pushed into the different shape that may be acceptable for a job.

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Vocation I: thoughts in a bleak time.

A first thought on what makes me do what I do – or rather to voice something much deeper than curmudgeonly impatience at the world of work we face as the new year starts.

It comes in response to a sense that the world around me has changed so much, so quickly and in such ways, that I seem to have fallen out of it, to misuse Tolkien’s phrase about the fall of Gandalf. Higher Education is subject to market scrutiny and handed over to hugely paid leaders and  people frankly unsuitable not because of past misdemeanours but because of attitudes that seem at their heart a monstrous parody of past views of class and merit.  Early Years is again subject to the kind of battlegrounds I thought we had left bloodied but unbowed. Literacy will get some bits of funding to make hubs but schools continue to be short of money to do the everyday job which really would improve social mobility. It is acceptable for the pedagogologues who enjoy the attention to characterise children as “in need of a good slap” (this post so disgusted me I can only link to it obliquely: why give such stuff the satisfaction of hits?) and a young person who seeks inclusion as  a “functionally illiterate troglodyte with a mental age of six.” This is painfully and angrily expounded in the heartfelt blog “Troglodytes in the chocolate factory: the disabled child as rhetoric linked here.  So to go back to that sense in fantasy – in Le Guin’s Earthsea, in Garner’s Elidor, in the elves in Tolkien’s Middle Earth – the glory has departed, my time seems to be past.

And if this gloom and doom were all there was, any sense of vocation would seem lost. What is the point – other than the salary – of going in tomorrow? I sound like Fungus the Bogeyman, rather than Elrond.

And what can I say to my students? Dispassionately I can observe we have been here before. Personally I can go back – as I did in a previous blog post – to the teachers and leaders who inspired me or spurred me on. I look at them with gratitude.

What about the longer view, however?  I find my answers – and I don’t presume to say they are anybody else’s – in literature, especially in the heady punch of Alan Garner and the clear waters of children’s literature. As Cooper works to “unriddle” the world,” Garner too talks about the truth of story. His despair at the collapse of the culture of the Man in Boneland captures it in mythic form:

I have a Story.

Tell me your Story, said the other.

The world was full, and the people hunted, and the sun was young. Then two people of the Crow held each other, and the Stone Spirit wept and the sun moved its face. Then came cold, and the herds went. The Hunter and the people followed them and the world was empty; but the Bull stayed. And every night of winter he comes above the hills, watching to see that there is life; and the Stone Spirit looks to send out eagles from its head to feed the stars.

And because the Crow flesh brought the cold they stayed to dance and cut and sing in Ludcruck to make new the Bull and the beasts on the wall of the sky cave above the waters for the time when all will be again, with the Hunter striding. But if we do not dance and cut and sing and make the beasts new on the sky wall the Stone Spirit will not send eagles.

And who is it that you hold? said the other.

No one. She and the child went to the ice. No one is left to hold. No child to teach. I am alone. After me, no one will give my flesh to the sky, take my bones to the nooks of the dead. The sun will not come back. The Stone Spirit will not send eagles. The world will end.

That is a true Story, said the other.

Garner (and Cooper, and Pullman) are explicit about how storytelling takes you back to the universal, a window into truth.” This storytelling shows a man, The Man, despairing as his world closes around him: some hope is also coming, however, as we read on, but it is longer term than we could possibly imagine.
If fantasy provides a heady mix of images and hopes and fears, I would also choose the clear stream of children’s literature because – well at one level the lampoon of adult nostalgia that is Moomipappa is enough to prick any bubble of self importance and regret.

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Merlins

It’s a while since I thought about Merlin, that mystagogue wild man.  There is a good (to my mind) outline of the legends and sources on Wikipedia. There’s already surprise magic. Maybe it’s time to look at the ageing, failing Cole Hawlings and Merriman Lyon. Mention of Susan Cooper’s Old Ones and the confederacy – brilliantly unexplained by Masefield- of the opponents of Abner Brown, makes me think about these patriarch/matriarch mages, the Solomons, the Moseses, wisdom and power opposing the greedy destroyers and dispensing justice, dilexisti iustitiam… It is what messiahs are for. 

Melchizedech is one of the more complex of these to ponder. He has a cameo role in Genesis 14 where he greets Abraham. He is a king, maybe attesting (for the early audience) to a particular set of cultic practices, whose placatory actions assume a significance picked up (via the apocalyptic literature that also feeds much of the images of Jesus as Messiah) by the writer of the letter to the Hebrews. By now he is a curious figure, “without father or mother, without lineage, without end.” His homage to Abraham, offering bread and wine, is an attestation of the Messiah to be born of Abraham. C S Lewis, who knows his mythic history, places him in his adult science fiction with Arthur, assumed, undying, to the planet Perelandra.

With these mages maybe we have to place the great saints of  early Western monasticism, people like Ss Martin and Benedict: sages, counsellors, priests, demon-defeaters. And since it’s Christmas, we have to bring another thaumaturge in here, with his reindeer prancing and pawing, his gifts, his rescues. Maybe in the collapse of the great Pax Romana, people looked for rescuers. My Medievalist daughter Lizzie reminds me of the categorisations that come at the end of the Middle Ages, of the Nine Worthies: Arthur is there, with Alexander. Merlin has faded from sight.

But here for us is Merlin, himself, or rather Merlin I and II, Myrddin, at times the companion of Arthur, the fallible and complex magician, druid. For me, this is the Merlin portrayed so brilliantly in C S Lewis’ adult fantasy That Hideous Strength,  a “real” Merlin, maybe one we can construct precariously from later stories and images. Maybe we discern here Merlin II,  although I am not sure who comes first really, in Welsh legend, in the creation of Stonehenge, one of the many attempts to site Merlin in something concrete, from Tintagel to Roslin.

And then another set of creations: via T H White’s magician living backwards through history and therefore privy to all its follies and tragedies, to his comic (but diminished) role in the Disney version of the Sword in the Stone, and then into  more recent versions, and the one I’m trying to explore, the Old One, Merriman Lyon, in Cooper’s Dark is Rising sequence, a sort of Merlin IV, if Masefield’s Cole Hawling is Merlin III.

Maybe this taxonomy doesn’t work. What we have is a magic patriarch, not always the omniscient rescuer we might want, but a rescuer nonetheless. I need to draw this, and if I can manage the graphics and put something here, I hope to do so, but it becomes very clear that the rescuing patriarch is a cultural meme, replicating, transforming as a society has need. The Man in Boneland sings the seasons round in Ludcruck: Colin explicitly watches the stars with MERLIN, the “multi-element-radio-linked-interferometer-network.” Ur-Merlin and Merlin V?

And as Cole fades with that final, beautiful Christmas Folk-carol in salute, and Merriman climbs the hill, we have not got to forget Gandalf, ageing and fallible and passing into the West, or his more modern counterpart, Albus Dumbledore – and we have to acknowledge the sudden swerve into the younger Merlin, whose secret magic powers and attachment to his master Arthur are a cover for an undisclosed and unrequited gay love. Merlin VI and VII? And more?

 

 

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Not Quite Bold Enough Beginnings

This is going to be just a blog post in preparation for the discussion I’m going to have with the Brookes 3-7 Pathway PGCE students this week. I think it’s important we read Bold Beginnings together and take a close look not only at its implications but at some of the voices raised against it. Here are some, for reference:

Kym Scott in Nursery World, is here, suggesting that “a very clear political agenda for introducing more formal learning” is at the heart of Bold Beginnings. There is that: the storm crows are gathering, maybe. TACTYC talk of how adherence to recommendations in Bold Beginnings will [sic] have detrimental effects on children’s confidence, motivation and disposition to learn.

Jan Dubiel from Early Excellence – again in Nursery World – expresses concern that EYFS’ “clear set of expectations and outcomes in order to ensure that YR provides the most effective and significant learning opportunities” are narrowed by Bold Beginnings  which “creates a very real danger of misinterpretation and the limiting of effective practice to achieving outcomes in three Specific Areas of Learning and Development at the expense of the importance of the wider YR curriculum.”  Jan cites his organisation’s Hundred Review and its findingshere he is in video format reporting on the massive sample size and other methodological issues.  He is right, I believe,  to talk about how “Reception almost lives between two worlds.” Here is the tension. It was the same issue that exercised me as a Head, in the last days that many free-standing nursery schools had five year olds, and I’m not sure that, even with Forest School and everything else we worked with, it was quite right. I understand this remains a contentious area of education.

CREC  likewise gave Bold Beginnings a Paddington-like long, hard stare, as I read it; in their response the Centre there is a clear key message:

Emerging developmental evidence reveals that an ‘earlier is better’, more formal, didactic approach may be misguided and will not make a difference in the long term. In contrast to the focus on early, didactic instruction, current research into early emotional and cognitive development suggests that long-term well-being and success at school may be more dependent on children developing executive functioning and self-regulation abilities, and exercising autonomy in their learning. The evidence sharply indicates that play and participatory approaches should be seen as key vehicles for learning throughout the early years.

That long-standing bastion of quality in the Early Years, the British Association for Early Childhood Education (founded by the great Margaret McMillan in 1923) calls Bold Beginnings a “hit and miss affair,” and I suppose that’s my view. A curate’s egg. – but remember that the joke there is the luckless curate is desperate to find something good in the face of someone in power. Here the situation is somewhat different, and  ITT and our trainees need to read, to ponder, to see direction of travel, isthat we are aware not just of policy but of its practical implications. There are good thing here – transition, the mention of play in a number of contexts, the highlighting of confusion (dispowerment?) about time allocations. And we have to take voices that raise concern seriously.

So on to OfSTED’s report. It is drawn from their analysis of practice in the schools OfSTED has deemed of high quality, visiting 41 schools. While we might be a little nervy about a self-justifying methodology here, I suspect readers will understand this is their way of working: an internal piece of review not an EdD.

It is clear the authors see that “Reading was at the heart of the curriculum in the most successful classes. Listening to stories, poems and rhymes fed children’s imagination, enhanced their vocabulary and developed their comprehension.”  There is, maybe, a lack of clarity further down the summary where the authors state (time for a long quotation):

 “The schools visited understood that teaching had different purposes. Play, for example, was used primarily for developing children’s personal, social and emotional skills. They learned to investigate the world around them, both physically and imaginatively. However, around two thirds of the staff inspectors spoke to confused what they were teaching (the curriculum) with how they thought they were supposed to teach it.

To pick some holes for starters. We might look at “play was used” and the broader issues about quite what play is. I suspect the authors think “fun activities” set up by the teacher equates to the classic Tina Bruce Free-Flow Play model, or that play is primarily a space to hang out with your friends: a “playtime”or “break” model of play. This is where it gets tricky, because I begin to worry that what we have in Bold Beginnings is a battle zone, where Teaching and Play a Balancing Act is in a struggle with a more formal model, and where ‘no one way’ (here is a compilation video but I note it has been archived) is set aside for a more authoritarian involvement. I have written about this before.  This shift in itself seems to contradict a recent TES Blog. Again, here is the message on YouTube. How we think about play- and how we prepare for an OfSTED inspection when we value it highly – was one of the tensions that worried me most in 2000 in my own last inspection as a Head: I had a sympathetic Lead Inspector who instructed me very firmly not to dress up for them. We might also note the confusion between curriculum, used here to denote the intentions of the adult, and complexities around ethos, approach, professional judgments around what is developmentally appropriate…

But let’s not. There are some great things here: singing, reading for pleasure and loving stories, CPD, extra support for SENDI… But for me, Bold Beginnings simply isn’t bold enough: in wanting to divide Reception from the rest of the Foundation Stage, it doesn’t bring Early Childhood Education (Birth to Eight) together: it highlights some good practice, but is in danger of plonking four and five year olds on the other side of a Primary/EY watershed.

It is undoubtedly important, in Jan Dubiel’s words, that we should all be about the business of finding “a broad consensus on what the priorities and practices in YR should be,” and Gill Jones from OfSTED (30th Nov, again in Nursery World) is equally passionate about how important this experience is. However, she is not above taking the “not good enough” line that educators have heard so often from OfSTED, from Ministers (in all parties, I think):

But too often it is a false start for young children and leaves them exposed to all the painful and unnecessary consequences of falling behind their peers…

Primary schools should be introducing an element of formal teaching in Reception. It should not just be an extension of pre-school…

Gill Jones stresses “we are not criticising pre-schools, nurseries and childminders.” Just Reception teachers, then. Bit of a faux pas that one, I’m afraid, but let’s move on, because this lays bare for me the problem with the whole debate. We are back with (I think it was) Ken Clarke saying that it was “time to set aside the happy chaos of sandpit and water tray.” She is echoing the key, revelatory speech of Amanda Spielman of the same date.

So we come to what I am posting this for: the glancing blow from Headteachers that NQTs are ill-prepared for key parts of their task. Read, mark and inwardly digest.

I do like the recommendation that all Primary trainees should

have sufficient knowledge of Reception, so that they understand progression from the early years foundation stage onwards

In other words that “they know nothing when they come to me” should be a phrase that dies the death.

I am less sure of the emphasis in the next point, that ITT should:

devote a greater proportion of their training programme to the teaching of reading, including systematic synthetic phonics as the route to decoding words, and the composition of numbers, so that all newly qualified teachers are competent and confident to teach early literacy and mathematics.

(OfSTED emphasis). If we think back, we were told earlier this year EY didn’t do enough nursery rhymes. We can do both, I know, and maybe the are intimately linked –  and this one will run and run, and really here we need to look at the messages far more than my opinion. I just don’t like the the, I suppose.

But to end on a (sort of) positive note from Bold Beginnings:

Play was an important part of the curriculum in all of the schools visited. The headteachers knew which aspects of learning needed to be taught directly and which could be learned through play. However, except for literacy and mathematics, the schools were not clear about the time they devoted in a typical week to the different areas of learning.

Clarity and self-reflection: the key to an effective profession.

And this is the challenge for us as we prepare more people for the key work at the disputed end of the Foundation Stage. Language development, including reading and writing, is key, absolutely key to my work, and has been since I first went into my Reception class in the late 80s: it continues to be. I agree that we all together need to “raise the profile of early mathematics teaching” although I am less sure about adopting a formalised one-size-fits-all approach. I also agree that school A may limit play to Golden Time (aka “leave me alone: it’s your reward for being compliant” whereas school B may have the space, staff and expertise to organise for much more exploration by children and with them. This is the challenge for Heads, for Phase Leaders, for Governors, for ITE – and ultimately, my PGCE students for you: if OfSTED are right (and they most assuredly are) that the wellbeing and progress of the children is at the heart of a quality curriculum, that’s the baton we are all passing on to you. Learn to enunciate your support, your objections, your insights in all sorts of directions in such a way that you do not lose sight of the child you joined the profession to teach.

 

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Nature Books

The AHRC Favourite Nature Books project closes its nominations at the end of November. I made a nomination in the end, but with a very heavy heart: it felt like taking one book and saying goodbye to the others. I am wary of lists, as I’ve said before, back in April. However, I do feel I want to record some of the books I considered, a sort of cheat list of ten books I have thought about as contenders for my “favourite.”

  • Rob and Jackie’s The Lost Words
  • Roger Deakin Wildwood
  • Caspar Henderson The Book of Barely Imagined Beings
  • Oliver Rackham’s Woodlands
  • Paul Farley and Michael Symmons Roberts Edgelands
  • Philip Hoare The Sea Inside
  • Annie Dillard Pilgrim at Tinker Creek
  • Richard Fortey Life: an unauthorised biography
  • Richard Mabey Weeds
  • Robert Macfarlane Landmarks

and of course there are others I’m sure I’ve overlooked. I couldn’t really decide: we live in an age where Nature Writing (if we want to think of this as a genre: there’s an essay there for starters!) is of a very high quality and justifiably well promoted. There were criteria in this selection, in that I wanted to choose only one from each author but cheated with Robert Macfarlane because of how different Landmarks is from Lost Words and is anyway the latter is a joint creation – but in the end I wonder how different they are…

But I didn’t include writings that indirectly provoke me to think about nature – novels, for example – or poetry, so no Heaney or Thomas.  So that indirect provoking also means no Garner, no Cooper, no Paver, no Pullman… I noticed after I’d compiled it  that there are no children’s books unless Lost Words counts.

This is a lot harder than it looks, but at least my one nomination is in, for what it’s worth.

It was Landmarks, in case you wondered. I just can’t think of the other nine (and then some) not getting washed up on the desert island.

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Outdoor Learning – “Lost like my name…”

The poem by Fuller I cite in one of the research diary posts on Looking for Ludchurch is there to underline how important this project is – and how when we invest something with credibility or significance, we give it power to make or mar us. I am still in the process of digesting it all. The entries for the Wild Spaces, Wild Magic visit days take me through a process I am clear I have not yet finished:

The First is a poem I am still unsure of, although colleagues and friends have been kind.

The Second was the visit to Thursbitch, so unlike what had come before (blogged in detail here) it almost – almost – was not the same place. Except Mat and I sat in Thoon.

The Third is the account of the first visit as people better prepared to the Green Chapel. I remain wary of identification of the place, but with Ralph Elliott’s book, with Garner in our ears, with the Google project to do, this was another different experience.

The pace and tone changes in the Fourth, for Friday afternoon, when Debbie arrives, Mat comes back from Ludchurch, Roger and Jane arrive and with as little commentary as possible we take our new visitors up to the Green Chapel. Then that evening read together the stanzas of the Gawain poet.

Saturday morning, grey skies and a last whole-group visit to Ludchurch: this is my Fifth diary entry, the one I have most difficulty with. Not that it was bad, in any way – but I needed to set the order of event out clearly.

Entry Six is my attempt to recount the visit that stays with me, my walk alone up through the evening wood to say goodbye to the Green Knight, and to reflect on how challenging that- and the writing and thinking of the day – had all seemed.

Why “a language learned but nothing understood/Lost like my name within the magic wood”? Because Caliban’s despair at his lot echoes my own impatience: I want to write weighty, interesting pieces, to communicate my utter love for this valley in the autumn, for the myths that run through it (and other places such as along the Ridgeway) or for the people I worked with this weekend in Gradbach – and yet I see that so often my image of myself gets knocked when I try, and I end up somewhere as intellectually or spiritually or emotionally magical as writing about literature and landscape but feel disempowered. Like Gawain I have  “groned for gref and grame” (line 2502); all the tricks of academia are at my disposal, just like all the trappings of knighthood are for Gawain – but we both return with a simpler lesson. I read the message to be to stop posing and get on. 

So I’m back, and now the work starts: turning this – all this – into papers, into projects for students, into return trips.  This is, after all, what we went out into the wilderness to do.

 

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Green Thoughts, Green Shades, Green Knights

What sort of journey does Gawain go on?  I asked this when thinking about the interior and exterior journeys in children’s literature and traditional tales. Today – cold as cold, but sunny even in the woods as the leaves lose their grip – I was struck by the challenge in how I ask my students to take some time alone and quiet in the woods. No ‘phone, no eye contact with one another, just ten minutes (today five, since they were so cold) stood or sat alone in the sunshine of a little wood.

I do this because one of the dominant things when we think about outdoors is the opportunity for boisterous play – the “let kids be kids” argument is full of this. However, I saw this picture of one of my class and suddenly remembered a little girl who “played camping” all one long summer afternoon in a nursery garden. I repeatedly asked her if she was OK, if she needed anything, and she always smiled and said “no.” Letting humans be human is often about the powerful and energetic ways we interact; today’s shelter building and “One Two Three Where Are You?” games were great examples of this. But to “be” outside may also need time: time to listen to the angry little wren, the panic of a jackdaw, the wary crackle of feet (a hoof, I suspect) in the undergrowth. Time to not listen to me melling on, or to the demands of social media –

till what I find, I find
because it’s there

as John Burnside puts.

Rachel Kaplan‘s sustained work on the benefits of being outdoors (for example here)  emphasises the restorative effects of being out in nature.  She is also clear you don’t need a wood, and I can understand that.  I might contend that these forays into expansive environments also can/might include a spiritual encounter – with silence (or, as the students today identified, a lot of different, smaller noises), with our own feelings and intentions. For some this is familiar, welcome; for others, I know from debriefing this activity in the past, it might entail a confronting of an individual’s own discomfort. What sort of journey  do we go on to our respective Green Chapels, and what might we find? Time to be alone with (or without) our thoughts can lead to all sorts of different paths and encounters – even in five minutes in an autumn-cold wood.

 

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We’re (still) Not Scared

Politicians in the latest attacks on Higher Education have stated that we should be “accountable” for what we teach. I am not shrinking from the veiled threats here; this is not a bear I am frightened to meet. Indeed I don’t think I’ve ever taught about Brexit except to deplore the disjuncture between Fundamental British Values and recent reports of increasing xenophobia and homophobia.

However, in case we are to face a purge from those who see themselves as our Lords and Masters (sc. to include our Ladies and Mistresses) here is a list of possible offences (they are bit inconsistent, and I have deliberately mixed them up so no priority is visible) I may wish to have taken into account:

I am a traditionalist; I believe, with the founding mothers and fathers of Early Childhood Education, in the role of the imagination, in art, in play and being outdoors;
Funding is linked to taxation of society and intimately connected to society’s duty to work for the good of all;
Libraries are a good idea;
It’s not down to Reception;
Knowledge is a vital component in education;
Staff-student ratios are key to interactions, themselves key to quality;
There is no single action that makes children readers;
Children’s rights are human rights;
Schools as organisations are on the whole staffed by people with energy and vision;
Class and social capital matter;
Qualifications do not ensure quality;
School uniform is about control;
English spelling has evolved under a number of influences that are not always internally consistent;
Some children’s lives are deeply shit and even where that is not our fault as educators it is our responsibility;
You can learn more about children’s learning by going out for a walk with them than by quizzing them about how they match data projections;
Planning and data may inform but are not in se quality at any level of teaching;
Developmentally appropriate practice is an ethical position, not the whim of “middle class do-gooders;”
Skills and attitudes are vital components in education;
Children’s chances are not improved by debates that distract teachers: trad/prog is too often poisonous timewasting by the pedagogologues;
Reading high-quality children’s literature is enlightening for adults as well as children;
Politicians (of any persuasion) who seek to pontificate about education should be invited to spend considerable time in schools that have not been smartened up for their arrival.

Bite me.

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We’re Not Scared

Bear Hunt is an improbable book: wonderful, but not really a narrative of an afternoon’s outing. The children move through a variety of landscapes and seasons in a re-playing of an older nursery game (with possible variants about lions, guns &c.) and we are not, I think expected to view this narrative as reliable. Grassy hills in summer, mud flats, forests, snow and then to a seaside cave: wild, funny, incongruous, and fantastically depicted by Helen Oxenbury.  It is open, therefore, to a lot of very playful interpretations – and therein lies some of its strength: the rhythms and the scenarios carry us along to the encounter with the bear and then back again.  There could be debate about why the bear chases them, too – and whether it is hungry or lonely as it returns to its lair at the end. Michael Rosen’s own energetic performance of it differs from my own; I suspect everyone who has shared this with a child or a group of children will have done something similar: a pace-change here, an inflection there.

I might as well shrug and say “literature is like that.”

But one reason why literature allows so many interpretations is that we each bring to any interpretive act – reading, walking the landscape, whatever – the acts that have come before it.

And so Bear Hunt presents itself to me afresh as I prepare for my next encounter with the Big Thing we might suggest is not dissimilar to a bear in  a cave: the dwelling of the  Thurs (þyrs) that gives us Thursbitch.  In that light the bear is a figure of terror as it is often in folktales, and actually that’s how I first read the Rosen-Oxenbury collaboration. Children, the innocent protagonists, play out a possible trespass and run home. Red Riding Hood’s great-grandchildren have to learn the lesson for themselves.

Ludchurch

Photo from Oct 16 of first visit to

When we went to Ludchurch that feeling of trespass was not so much one of danger as of nefas, of the unhallowed intruding. The Green Chapel was a place of wonder, and if it is the site of Gawain’s encounter with the Green Knight, I can understand why. A place of awe and wonder – but also one from which Gawain returns chastened, wiser.

The next day’s expedition in the fog to Thursbitch felt different.

Here is Garner’s own evocative description of his visit not only to Thursbitch, but to the elusive Thoon above it:

At high noon in high summer, Thursbitch is visually different from the first visit, when I didn’t notice the bump on the horizon. Now I did. In the two-mile stretch of the valley, this outcrop is the only interruption of the peat ridge. We went to look.

It’s an extraordinary feature, entirely geological: a natural recess, shelter and cave, above a confluence of waters at a ford.

The combination of a natural cave above a confluence of waters at a ford made sense. In my background reading I’d discovered that such a place was the one most favoured by a þyrs.

When I – we –  went there I was definitely a bit spooked, and it wasn’t a beautiful day: this was my account. Our haste at leaving felt more like a dismissal than being chased – and yet the dreams that followed certainly suggested I had felt more menaced than I had let on.  To borrow Garner’s words “A novel may be finished. A journey is not.” Which is why I am sitting in a busy University atrium, planning the next trip – and why, thinking about We’re Going on  Bear Hunt makes me wonder: trespass and return is a powerful theme, and if Garner’s mastery of his narrative means there is, in some sense, no return for the protagonists in his novel, this is an arabesque on the more familiar plot line: leaving home, trespass and initiation are deep-seated in our communal storytelling psyche.

Bear Hunt retains power as a story not only because of the lovely illustrations and the driving, rhythmic storytelling – and it does have both of those – but because it taps into a deep source. The children are Red Riding Hood’s descendants; they are also Gawaine’s.

 

 

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Yellow Skies and Red Suns

Monday 16th October:

What a day today has been! And while words like “apocalyptic” were bandied about on Twitter, the epic skies made me think not only only of texts like this manuscript of Beatus of Liébana’s commentary on the Apocalypse , with its rich and terrifying visions of the end of all things, but of the icon gold of Jackie Morris’ art work in The Lost Words.  The icon is important here,  the translation of the Divine into the here and now.  I remembered the colours in the Corfu Icon Museum and the gold in the Palatine Chapel in Palermo and Monreale Cathedral in Sicily. It is as if I am back with de Hamel and the Remarkable Manuscripts again: so much beauty.  Back to myth and might-have-been.

I have said I won’t review The Lost Words, although I have commented on it, notably in response to Rob McFarlane’s wonderful essay and on the original movement around excising words from the dictionary.  My avoiding a “proper” review is partly because Dara McAnulty’s blog reviews it so much better than I could. I will however comment on this one other aspect of the work: how nature writing and art have an astonishing double edge to them, revealing the instant beauty of the thing or event, and at the same time revealing the “mystery…instressed, stressed,” that is at the heart of the icon, maybe at the heart of this book of spells and the pictures than conjure not only this kingfisher, those otters, but also an almost Platonic ideal. Nature -dare I personify it? – herself.

And maybe this is the revelation, an apocalypse: the eternity in the gold behind Jackie Morris’ kingfisher, the “quick now here now always” of Rob McFarlane’s Wren.

 

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