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Innovation and creative best practice: lessons from Ireland
Dr Alan BruceULS DublinDonostia June 2010
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History as nightmare Fragmented identities Culture - loss and transformation Structure - imposition and control Change and uncertainty - globalization Learning in the periphery Sustainable empowerment - case studies
and potential directions
Themes
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“History is a nightmare from which I am trying to awaken”
James Joyce
1. The impact of history
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Ultima thule of Europe Decentralized and localized Separate but connected ‘Discovery’ and colonization Viking cities, Norman religion What lies beneath: Celtic and absorptive
Lineages of Ireland
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Myths of the Golden Age The survival imperative: learning,
monasticism and the Middle Ages The codification of racism: Kilkenny Statutes
1367 The Tudor conquests: plantation and
removal The emergence of ‘Church’
From kingdom to colony
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Collapse of the Gaelic order 1607 The wars of ‘religion’: Confederation and the
Stuarts Cromwell, ethnic cleansing and slavery The New Order: Ascendancy and latifundia The perpetual rebellions The birth of republicanism
Colonial impact: experiment and genocide
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Act of Union 1801 Catholic Emancipation 1830 The Famine 1847-50 Mass emigration: the growth of Irish America Catholic stranglehold: nationalist dreams Protestant supremacy: unionist reaction
Nation and catastrophe
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Revolution and transformation Partition: the two States Flirtation with fascism: the South Flirtation with Empire: the North Broken economy: departed people The eruption of the North 1969 The link to Europe The prosperity fantasia
Ireland in the 20th century
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What is Irishness? Gaelic, Norman, English, Viking, Jewish,
Huguenot, German, African… Basque Partitioned minds - loss and opportunity The absent story - gender and family The lasting threads: music, poetry, soul
2. Fragmented identities and culture
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Dreamspaces of the Celtic imagination Histories of alternative learning: monastic,
dispersed, oral, hedge-school, alternative A word on Pearse and The Murder Machine Saving values or preventing thought - the
stranglehold of authoritarianism Post 1922: the carnival of reaction
Locating learning
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Ireland in the UK (1801-1922): cultural assimilation vs. social laboratory
National Schools Act 1831 Churches and the State Teacher training and model schools 1840s Emphasis on basics and results Class inequalities Department of Education
Structure and control
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Centralization Academic elitism Private/public dichotomies Control and power The Vocational Education Act 1943 Example: Mike Cooley and Tom Murphy Resistance to change Fighting for rights: corporal punishment
to standards
Legacies
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Locating contexts: European, American, global
The transformation of language: Gaelic to English and beyond
Coping with loss and death The rural idyll The psychic nightmare: abuse and
institutionalization
Discovering the roots
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Seismic shift in human relationships Competitive pressures New forms of work organization New diversities Instant, multidimensional communications Quality standards
3. Globalized realities
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Globalization process and impact
Labour market and workinnovation, competitiveness, adaptability
Paradigms of inclusion equality and diversity
Standards, skills, transferability and inclusion learning and development in unequal environments
Imperatives for Ireland
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Patterns of constant change Permanent migration mobility Outsourcing Flexible structures and modalities End of job norms Knowledge economy Structural inequalities
Imperatives for work
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Professional formation Best practice and lifelong learning Standards and ethics Learner centred Skills acquisition for competitiveness Innovation imperatives and constant change
Impact on policy
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Unexamined histories Sectarian realities Identity and modernity Voluntarism and charity Educational hierarchies Intercultural dialectics
Policy and innovation: themes
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The dream evaporates Europe’s Puerto Rico implodes Banking scandals to cuts: unraveling the
welfare system Learning for what? Rolling scandals and corporate ethics What about the State? And where is Europe?
The impact of crisis 2008
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Radical re-structuring of world economy Interconnected information/communication Differential access to resources Staff competence and buy-in Skills acquisition to skills application Ensuring universal access
Identified issues in new creativity
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An assumption of stable work patterns and linear economic development is no longer possible
Learning systems must innovate and respond accordingly
The bottom line…
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When all else fails - try something different! Central policy focus - rescue banks, then
create the smart economy
4. The innovation mantra
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Entrepreneurship Education standards Venture capital Alternative thinking Risk-taking Global reach Confidence and authenticity Critical capacity and self-correction
Innovation critical factors
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The work of Dan Breznitz (GIT) Innovation and the State (2007)
Israel (State stimulation, strategic technologies, US over-dependence)
Taiwan (end-stage production, inequalities, quality)
Ireland
Policy needs models
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Weak venture fund network Excessive power in State agencies Total stagnation in start-ups since 2000 Over reliance on MNCs Poor linkage Lack of strategic shared goal setting Innovation is not a rabbit form the hat
Irish innovation policy
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Identification of what is unique Fostering critical reflection Democratic accountability and transparency Identification of real best practice Playing to the strengths: food, agriculture,
technology, community, services, arts Letting go - the stranglehold of bureaucratic
thinking: innovation by diktat
Making innovation work
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The obvious: Bailey’s; Riverdance; Tullow; IADT; film and sound (Ardmore)
Critical discourse Understanding what you ask for Challenging the system: resistance to
innovation Creativity challenges, never conforms
5. Case studies
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Legacies of violence and war Approaching difference - training for
communities Equality discourse - parity of esteem Developing competence in fragmented
environments Certification, value and progression Sectarianism and loyalist change Gender, religion, identity
Expac: Conflicts of Interest
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Workshop based seminars DVD footage - multimedia Distance learning support Case studies Personal testimony Structured conflict transformation training
Expac: developing a curriculum
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Communities: loyalist and republican Mediated cooperation NIACRO RCN Monaghan VEC Councils’ GRO network
Expac: impact
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Better awareness of the other Joint actions against discrimination Training supports for equality measures Access to further education Progression and accreditation Innovative technologies
Expac: outcomes
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Iconic brand - largest Irish private employer (to 1995)
Founded 1783 Re-founded 1947 Tradition as leading Irish employer Growth years 1950-90 Reputation: profile, quality, tradition Crisis and collapse 2008 Learning innovation
Waterford Crystal
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From employment to employability Development of in-company Learning
centre (1996) From craft to techno-art Learning and training policy Design and ergonomics Developing learner buy-in
In-company learning
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Excellence through People (Fás) 1996 Positive to Disability (NRB) 1997 National Training Award (IITD) 2000 Third level linkage and progression
WITUCCNCI
National innovation
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Crystal Now 1996-98: skills and access for women CODE 1999-2000: disability and innovative learning New Start 1998-2000: guidance for adult learners KTCEP 1996-98: IT support and technology in
manufacturing Voltaire 1998-2000: on-line training for staff Sesame 1999-2001: factory to university
progression Prospero 1999-2002: Virtual design platforms
European innovation
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National Certificate in Workplace Skills National Certificate in Employability Occupational Assessment model Dedicated e-portfolios Dispersed learning centres On-line texts, materials and research Personalized tutoring supports on-line On-line assessment and guidance
Innovative outcomes
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Bradóg Regional Youth Service Target: inner city youth, social deprivation,
educational disadvantage History of learner support Emphasis on creative engagement Family liaison
Bradóg: Mediastacks
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The aim of the training is to give a variety of media production, facilitation and project management skills to practitioners working face-to-face with young people
To increase their capacity to undertake youth-in-action projects involving digital media.
By using the ‘stack’ of media exercises in various arrangements ‘tailor’ the media experience based on their knowledge of needs, capacity and interests.
Mediastacks program
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Builds on youth-work methods and strategies of community empowerment
Develops creative and expressive skills for youth Emphasis on confidence building and personal growth
through creative self-expression The acquisition of digital video techniques and methods Development of group facilitation skills and processes
that enhance media production in a non-formal youth setting
Development of media literacy
Mediastacks aims
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Bradóg has developed a reputation over the last 6 years in pioneering methods of engaging disadvantaged youth in digital media.
Founded Reel Youth Film Festival in 2002 which now has 25 participating youth projects across Dublin.
Youth regularly participate in national and international Youth Film events and won the Fresh Film Award in 2003 (2nd in the Cube of Ibsen Norwegian Film Festival in 2006)
Bradóg regularly delivers digital media training for youth organizations in Ireland on techniques to engage with marginalized youth with digital media.
Bradóg is a member of the E.M.N (www.empowermedia.tv) that seeks to empower young people through use of digital media.
Outcomes
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Planning for equal outcomes Planning for equal access Avoiding tokenism - systemic
approaches Mainstream - destination or challenge? Learning from difference Learning to learn and un-learn (Toffler) Fostering innovation and equality
Transformative learning
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Training of trainers Multilingualism Developing skills Developing attitudes Developing buy-in Setting targets Review, evaluation and research
Future directions
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Dr Alan BruceULS Dublin
www.ulsystems.com
Thank youGo raibh maith agat