It may seem obvious, or self- evident: Engagement results in learning. But, as it seems from the conversations with an among the participants in the video excerpts presented in this segment, much more may be at stake, perhaps even such that elements of the educational adventure may be subsumed by the technics of ‘learning.’ When engagement becomes a question to explore in education, learning becomes diverse, unfamiliar, exciting and strange. How much is it a question of identity, or community, or transformation, or of some specific, local alchemies of them all and more?
Exploring engagement in education takes us to further new pathways in educational change when we consider what engagement creates, when we take it as a question upon which to explore further, to respond better, more inventively, more inquiringly, more dialogically.
Where goes, or is permitted to go, “an electric thing in the kids” for which it is “hard to find the language”? What does it mean to “feel more alive”?
This brief video moves us beyond the ‘why,’ the ‘how’ and the ‘what’ of engagement and toward the ‘what next?’
In this instance we have the help of the comments of two school superintendents, three school principals, a vice-principal, four teachers, four students, a former principal & teacher and a student’s caregiver. They work and live in six, mostly-rural school districts in British Columbia, from the Province’s Central Interior, Kootenay and Peace River regions and a Gulf Island. The interviews took place from 2012 to 2016.