Flip the System Australia: Launching the book

credit: Daniel Grant

At the Perth Flip the System Australia book launch, the audience contributed their ideas about the book’s sub-title ‘What matters [most] in education?’

Since its release, our Flip the System Australia: What Matters in Education book has been the subject of online book clubs via Twitter and Adobe Connect. Some have blogged about the book. See this review by Darcy Moore and this blog post by Kay Oddone. The online reviews on goodreads and amazon call the book “timely”, “urgent”, “superb” and “life-changingly good”. On Twitter it has been called a “must-read”.

The book is having quite the spectacular and protracted entry into the education reading world. Part of the reason is because ‘Flip the System’ is more than a series of edited books on education. It is a movement and a way of actively engaging with and within the education system.

Before its publication, in October 2018, the three editors (myself, Jon Andrews and Cameron Paterson) presented at the ACEL conference in Melbourne on what it means to flip the system in education, and what our Australian book contributes to this global movement.

On the day of its publication, in December 2018, I chaired a symposium at the AARE conference at the University of Sydney titled ‘Education research that engages with multiple voices: Flipping the Australian education system’. Presenters included chapter authors Kevin Lowe, Melitta Hogarth, Bob Lingard, Greg Thompson and Scott Eacott.

In March 2019, co-editor Cameron Paterson hosted a TeachMeet in Sydney on flipping the education system in Australia. Presenters included Yasodai Selvakumaran, Kevin Lowe, Carla Gagliano, Scott Eacott, Mark Liddell and Corinne Campbell. Jelmer Evers, one of the editors of the original Flip the System book, Flip the System: Changing Education from the Ground Up, Skyped in to speak to the Sydney audience. You can listen to the presentations from the night on this TER podcast episode.

In April 2019 we partnered with Fogarty Foundation’s EDfutures and the Innovation Unit for a Perth book event at The Platform Space. EDfutures’ Rebecca Loftus was the MC. As a co-editor, I introduced the series of Flip the System books and outlined our Australian Flip the System book in particular. Then each of the Perth authors–myself, Keren Caple, Tomaz Lasic and Ben Lewis–each explained our contributing chapter and our take on flipping the education system.

The panel was followed by a robust, energising, and at times emotional, discussion with the audience, who included teachers, school leaders, sector leaders, researchers, parents and students. This discussion revealed many of the challenges of the current system, but also the passion and appetite for positive action. It celebrated the great work already going on in our schools, the wonderful partnerships already in play within the education system, the excellent teaching in our classrooms, meaningful partnerships between schools and parents, possibilities for meaningful change, and ways to share the important voices and work of students, teachers and school leaders.

One comment that resonated with those in the room was Adam Brooks‘ argument that we (those in schools) are the education system. Therefore, we need to be active agents of the system reality we want to see.

We can and should nudge the system from the inside out. We can and should celebrate and elevate the good work being done in our schools and the voices and stories of those doing it. We can and should advocate for what is best for our students and our school communities. We can and should agitate for the inviting of all stakeholders–including students, teachers school leaders, and parents–into education discussions and to education decision-making tables.

As we editors write in the conclusion of the book:

Flipping the system is about flattening the system, while more tightly interconnecting the members of that system. We argue for a system in which multiple education voices and stakeholders can dialogue constructively, respectfully and representatively. Democratising the system means liquefying top-down power structures and fostering trust and collaboration. It means that those from within and across the education system work together for the good of the students and families being served by the system. This is ultimately a book about the human aspects of education, so often forgotten in our data-obsessed world of numbers and metrics. Flipping the system means focusing on lived experiences, nuances, contexts, and the humanity of education. It means trusting and listening closely to the people within the system. It means co-constructing a system—of distributed, webbed, non-hierarchical and productive networks—from the ground up and the middle out. (pp.245-246).

Below are some photographs of the Perth book launch. Photo credit to Daniel Grant.

Meanwhile, keep an eye out for news of a Brisbane Flip the System Australia event coming soon.

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Flip the System Australia: Book club questions

Steven Kolber and others on Twitter have been discussing the possibility of a Twitter book club around the recently published (and excellent!) education book Flip the System Australia: What matters in education. Based in the unique Australian context, this book situates Australian education policy, research and practice within the international education narrative. It argues that professionals within schools should be supported, empowered and welcomed into policy discourse, not dictated to by top-down bureaucracy. It advocates for a flipping, flattening and democratising of the education system, in Australia and around the world. It brings together the voices of teachers, school leaders and scholars in order to offer diverse perspectives, important challenges and hopeful alternatives to the current education system.

As one of the editors, and author of Chapter 1, below  I share a first pass at some possible questions for readers, based around the sections of the book. My co-editors and the book’s various authors may have additional or alternative ideas.

Foreword and Introduction

  • What do you understand the editors to mean by the term ‘flip the system’? How is this relevant to education? Does the phrase connect with you, or would you describe it in a different way?
  • Why do you think this book might be important? What might Australia have to offer the education world?
  • What do you hope to get out of reading the book?

Part I: Teacher identity, voice and autonomy

  • How do the authors in this section focus on what matters, rather than what works? What does matter in education?
  • What comments do the authors make about commercialisation in education? Do these resonate with your own experience?
  • Why and where might teachers voices be shared? Do you think this is important and even possible? Why / why not?

Part II: Collaborative expertise

  • What kinds of collaboration do the authors present as effective and beneficial? Why is collaborative expertise something worth investing in and pursuing?
  • What warnings do the authors offer around collaboration in education? What differentiates good, productive collaboration from toxic or ineffective collaboration?
  • What is the role of wellbeing in collaboration between teachers, school leaders, schools and education systems?

Part III: Social justice

  • To what systemic inequities do the authors refer? Which of these reflect your own experience?
  • What is the role of voices and stories, versus policies and systems, in democratising education and addressing inequity? In what arenas could and should equity in education be addressed?
  • What are teachers, schools and systems already doing? What could they stop doing and what could they start doing to address social justice issues in education?

Part IV: Professional learning

  • What is the role of professional learning in a flipped education system? Why is it important?
  • How do the authors describe effective professional learning? How does this sit with your own experience of professional learning for educators?
  • What seem to be the necessary conditions for professional learning to be effective and make a difference? What points made by the authors should be considered by school and system leaders?

Part V: Leadership

  • What are the tensions and complex demands of school leadership, as described by the authors?
  • What do the authors of this section suggest as ways to effectively lead in schools and education systems? On what should leaders focus? What should they do and what should they avoid doing?
  • Do the authors in this section agree, or are there conflicting accounts of what is important in school leadership? What does this reveal about the complexities of leadership in education?

Conclusion

  • This is a book that shares diverse perspectives from a range of authors from a multiplicity of contexts. What threads and themes did you notice as you read the book? What draws the book’s contributions together? What differences did you notice?
  • What quote stuck with you from one of the chapters? Whose chapter stood out to you, spoke to you, or surprised you?
  • What is your overall response to the book? How are you left feeling?
  • What do you now understand the phrase ‘flip the system’ to mean? How might you flip the system in your own education context?