INTERVIEW: ART IN LOCKDOWN
BOOK REVIEW THE POWER OF US
THE ART OF WORKING IN FURTHER EDUCATION
DEAR JACKIE
THE JOYFUL REMAKING OF EDUCATION
joyfe
THINK PIECE: FEEDBACK
THE JOY OF LEADERSHIP: NURTURING INNOVATION
STORIES OF JOY
welcome to Joyfe #5
What do we stand for? #JoyFE exists because of the energy of people who are joyful about FE without losing sight of changing our beloved service for the better. Initially, we didn't think of what we were doing as mutual aid, but at the start of lockdown that was all around us. Nationally, locally and at the micro level of our neighbourhoods and communities, people were helping each other out. Our friend and colleague Katie Shaw wrote about mutual aid in TES FE and in May she hosted a #ukfechat* where the penny started to drop - this sounds like #JoyFE! Now, in August, #JoyFE is spinning off in sector-changing directions, many of which you can read about in our magazines. We decided to use this welcome to say what we stand for and we have written it together. We are hopeful. We work towards unity. We open up safe spaces where anyone is welcome to explore their thinking (Ideas Rooms). We are critical of some of FE’s practices without being cynical. We advocate for values-based joyful leadership. We put the health and wellbeing of everyone involved in FE front and centre. We see that each and every person we work with is a powerful individual with the right to have their voices heard. We break down barriers. We champion each other’s successes. We share each other’s joyful practice. We give each other courage to take positive action. We are equal as thinkers. Welcome to our 5th issue. We hope you can take heart and hope from it. #JoyFE
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stories of joy
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wellbeing
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dear jackie
an interview with...
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inspirational quotes
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in this issue
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the joy of leadership
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book review
snippets of joy
think piece: Feedback
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poetry and the art of working in further education
Compiled by lindsey wilson
Kevin Aston - Seeing the students work tirelessly. The purpose of the public services course is often epitomized too meticulously, suggesting it is to promote and prepare learners for a career in the public services. The primary intention though is to develop learners iso that they can exhibit the traits sought after by the public and emergency services; the skills many, if not all employers search for. When our students enter our doors for the first time, I see blank canvasses. Witnessing their individual journey from the beginning to end, is the most rewarding part of the job. Working with students with such diverse backgrounds, and wide spectrum of needs is challenging, but their success can be witnessed through their actions. Leading an event, taking charge of a situation, assisting each other, putting their heart and soul into a written assignment is encouraging. Reflecting on the efforts of our students, our future is in the right hands.
Lee Needham - I enjoy getting students on the right track. I like the challenge of working with level 1 learners because you meet so many different types of personalities. The perception of these learners can be that they haven’t tried in school or haven't taken school seriously; this is often not the case, there are so many diverse factors that play a part in a student’s educational experience meaning that it has not worked out for them so far. I enjoy the challenge of getting the students on the right track and laying a foundation for them to go and be successful in whichever career they choose. A lot of students I meet have had poor experiences at school and their mind set can be negative. I enjoy changing their attitudes and giving them the confidence and belief in themselves that maybe they haven’t had before.
Nicola Beldham - Bridging gaps and navigating barriers. These gaps and barriers relate to autism and the lack of understanding of it. All too often, the divide between the neurotypical norms and the autistic different thinking stops things working the way they should. What are essentially language and cultural barriers caused by different ways of thinking, lead to misunderstandings, struggles and missed opportunities. I am lucky to have found my true vocation at a young age and continue to work in this ‘cultural gap’, thriving on opportunities to narrow it, through creating clarity, establishing mutual understanding, and respect. 26 years after meeting my first autistic person, I never tire of helping a typical brain understand an atypical one and vice versa. These moments give me hope that an autistic person will get a greater chance to flourish.; they may now be armed with a greater insight into their neurotypical peers ’behavior' and the tutor will know how to bring out the best in them. I take pride in knowing that my passion, knowledge and skills helped someone along their inclusion journey.
STORIES OF JOY...
by stefanie wilkinson
I would argue that communication is the most important part of nurturing innovation. Communication of a vivid vision (one of innovation, equality of ideas, community, big picture future thinking stuff) helps everyone to know what the company is aiming for and the part that they play within that vision. If people are clear, motivated and encouraged, conditions will be built where staff feel confident to bring forwards their ideas and freshest thinking.
Innovation is needed now more than ever, but nurturing innovation relies on a few important conditions. It relies on free flowing communication of ideas, no hierarchy or weight given to certain people’s ideas over others. It relies on conditions of trust and equality, where people feel confident to share their ideas, no matter how crazy, untraditional, small or big they are. It relies on diversity around the table. For those of you who haven't read Matthew Syed’s Rebel Ideas, you should. It highlights the importance of having a wide ranging and not predictable number of voices in a forum to be able to nurture various and alternative perspectives, to push the boundaries of typical thinking. Here I would highlight the benefits of looking to other sectors, not always focusing on the one you are in. Innovation also relies on fast communication and quick decision making, with the courage to ‘just start’ with changes and embrace the messiness where possible. When we wait for the perfect model, for all options and eventualities to be considered, we slow down decision making. Where we have set panels to present our new ideas, we are slowing down the process, usually because we have to wait for the panel at a certain point in time, or we have to find ways to make sure everyone round the table is in agreement. Decisions by consensus can slow down the process of innovation.
nurturing innovation the joy of leadership
I find myself unable to write about innovation without thinking about staff wellbeing. For me, it feels like a poignant time to think differently about everything we do, not just about the most obvious teaching and learning changes that need to happen as we enter the new academic year, but anything and everything that might enhance student experience and staff wellbeing. Already we are seeing colleges attempt new ways of doing enrolment and guidance, which is great. Not all stories I have heard have been positive, but that's not what matters here, it's what we do with the learning. I acknowledge the effort to do things differently, we should always acknowledge that, it encourages people to try new things. I am interested in how decisions have been made and how people worked collaboratively to come up with new ways of turning old processes into new ones.
Those who know me, know I hate emails. Here I present another reason that emails should no longer be used, especially if we want to establish an effective, quick thinking and innovative workplace. We all know that emails swallow us up and we wade through a sea of them every day and they take away precious time from the much needed focus we need to give to our work. Communication channels, such as whatsapp, slack and Microsoft teams chat, allow fast dissemination of information, free flow of contributions and decisions to be made rapidly. I reckon hours of meetings could be saved if these platforms were used instead. I wonder if those in education will be brave enough to be radical with their communication, radical enough to explore different ways of doing things to save time and redistribute time to the things that will make the most difference to staff workload, support and student experience. We cannot be discouraged if we hit bumps in the road as the most important way to make rapid change is to reflect and review quickly, get rid of what isn't working and keep what is.
nurturing innovation
Coming soon…. Joyful Education offerings on innovative supportive cultures. For now come and join us in the IdeasRoom on Wednesdays at 8pm to see some of the principles of innovation in action.
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Written by Hollie Barnes / Illustrated by Tracey Lee
In my opinion, one of the most important parts of the day to day job in education is feedback. Too little and the learners might not progress as well, too much they’ll not even bother to read it. I feel confident when leaving feedback, but I am always interested in looking for new, innovative ways to do this. I watched an interesting AoC talk by Jonny Kay (@JonnyKayTeacher) on Feedback in English and Maths. Jonny said something which I have never considered before in the context of feedback “These learners are not motivated to read, so leaving them long pieces of feedback won’t work” – wow, he’s so right. I thought about all those times I’ve done just that. For some learners I have left larger amounts of feedback thinking I am supporting them, when in fact I could be doing the opposite and demotivating them. We are told that feedback should reference a skill or specific knowledge, however, when I leave generic feedback with subject-specific/ criteria terminology in, there’s a reason they are not using it is because they don’t understand the concept of it – the feedback is obsolete. Carless, (2019) discusses how some learners struggle with the feedback process altogether and are uncertain how to process and act on feedback. Regardless of whether the learner is younger or older, it’s natural to seek out the positives, to only look for a ‘grade’ and ignore the rest of the comments. Seeking out if the piece of work has been ‘successful’ somewhat overrides everything. The feedback needs to be something which learners can act on but also something that will be valuable for them. My reflection on feedback, is growing greater and greater each day. How can we get learners to react to feedback? How can we get learners to engage more with feedback without prompting? Should we be using multiple or different methods when feeding Whether it’s the college or the virtual classroom I’ll be returning to in September, I’ll be taking the time to consider the feedback I am writing.
Think Piece Feedback By Ja
Running for joy! Prioritising physical and mental wellbeing is essential to life and being aware of what makes you feel good is the first step. This might include being in a forest, walking by the sea, cycling, meditation, reading, looking after your gut microbiome, spending time with family and friends or visiting your own happy place. One thing above all others has kept me on track through some challenging times and that is running. I was never athletic at school. I was the teenager hiding under a bridge with a cigarette in my sock avoiding the dreaded cross country run. I had always loved walking but just couldn’t see the point in running and couldn’t run 100 metres. This changed when, in my late forties, I did a Race for Life 5k and through a chance conversation, entered the London Marathon. I wanted the running top and someone told me that if you donate the entry fee you keep the top. No one gets in the first time they enter. Nothing could have surprised me more than notification that I had got a place.
wellbeing feature
By Heather Booth-Martin P
With about four months to train, I read everything I could about running, started to follow the suggested plan for beginners and identified a charity for which to raise money, the Rainbow Trust Children’s Charity. Training for a marathon is a brilliant discipline for life and I would estimate that it is 80 per cent mindset with the remaining 20 per cent being physical ability. A winter of training followed and I completed the marathon in record high temperatures in just over five hours amidst thousands of inspirational people and spurred on by the Rainbow Trust and my family. The sense of achievement has never left me and I went on to complete three further marathons and countless half marathons, recently running my own ‘lockdown half’. Applying a growth mindset completely changed the view I had of myself and proved that if I can do it, anyone can. Taking part in a major sporting event, in something bigger than myself, gave me ‘collective effervescence’ (Durkheim1912) and this continues to motivate me and give me a sense of wellbeing on difficult days. Give running a go and it might just bring you joy. Photo by Emma Simpson @Unsplash
by sarah jane crowther
Hi, I’m Sarah-Jane, and I work in FE. And I’m a poet, which sometimes makes people look at me a bit oddly, as if I’ve grown a tail, or as if they’re worried I’m going to break into a long recital over the custard creams. But the two things (FE and being a poet) are not separate. I use poetry in my work in FE. Pretty much every day, one way or another. And I think there’s a huge place for our creative practice; not just my creative practice of poetry, but your creative practice, which might be textiles or sketching or making your house look amazing, or just being a fantastically creative teacher and thinker. So, this short article aims to act as an advocate for using (and talking about) our creative practices in our work as educators, and at the end it will invite you to take part in a short creative writing challenge to share our ideas and thoughts using found words and chance. Because, as educators in FE, we’re often faced with hugely challenging issues; we’re used to being expert problem-solvers and most of us have developed our own individual ways of working our way through knotty situations that would terrify the average fairy-tale hero. But just sometimes, the way of thinking we’re used to engaging with doesn’t help us or allow us to allow ourselves to apply our creative minds in the workplace. Sometimes we have to think in a way reminiscent of the ‘bullet-point list’ or engage with data-driven work or evaluations which demand a very logical way of thinking. And then we risk falling into the trap of overly logical thinking (which might get in the way of our more (arguably) more creative divergent (Guilford, 1967) or lateral (De Bono, 2017) thinking. That’s when a highly articulated approach to using our individual creativities can help us see round challenges or questions we have - it helps us understand things in a different way. Exercises can help us with this (think of it as a kind of yoga for the brain). De Bono describes ’random entry’ (using unconnected input to open up new lines of thinking) as one technique to support lateral thinking, and although he has a specific methodology, it’s also worthwhile thinking about movements such as Surrealism, and the activities and games the surrealists used in their work. The Tate describes the aims of Surrealism as to revolutionise human experience, rejecting a rational vision of life in favour of one that asserted the value of the unconscious and dreams. The movement’s poets and artists found magic and strange beauty in the unexpected and the uncanny, the disregarded and the unconventional. (Tate, 2020) The first Surrealist manifesto articulates the movement as a breaking away from conscious reason; surrealist artists were keen on tapping into Freudian notions of the unconscious mind, to explore chance through using techniques such as automatism. So, in this time of great social change I’ve been borrowing from Surrealist techniques to try to dream up alternative narratives — using cut-up random words and ‘found’ poetry to try to re-imagine colonial texts - making poetry to help me think, and not get stuck in thinking from only one perspective. I’ve been collaging (using digital and material sources) to find out what lies in the gap between material and digital in our increasingly disembodied world. And I’ve been cutting up FE texts and magazines and juxtaposing them with words from novels that represent a different way of understanding the world. The one I’ve made for JoyFE juxtaposes text from an advertisement for HE in NEU’s ‘Educate’ magazine (2019) with text from the iconic counter-culture book, Zen and the Art of Motorcycle Maintenance (Pirsig, R. 1974). And, investigating the current issues in collegeHE (the particular bit of FE where I work) in this way has helped me think around some of them, particularly ways to manage capture of micro-practices (those amazing things that happen on a near daily basis in college but are often overlooked as they’re hard to quantify and evaluate). My challenge to you is to unleash your internal creativity and open up the possibility of chance - and have a play with some surrealist methods to create a very short poem too. Who knows what ideas it might unlock? Bio: Sarah-Jane’s poems can be read in various journals including Muddy River Poetry Review and the Wales Haiku Journal. Her poems have been shortlisted for the Haiku Foundation’s ‘Touchstone’ award, and the Canterbury Festival ‘Poet of the year’ award. She is an educator at Hereford College of Arts, UK and a researcher at Birmingham City University. Inspired by fairytales, nature, psychogeography and surrealism, she uses bricolage, chance, often alongside the constraints of formal verse to try to discover the unusual and surprising in the everyday. Website: http://sarah-janecrowson.com/ Twitter@sarahjfc References: De Bono, E. (2017). Six thinking hats. London: Penguin. Guilford, J. P. (1967). The Nature of Human Intelligence. New York: McGraw-Hill. National Education Union (2019) Educate: September/October edition Pirsig, R,M. (1974) Zen and the Art of Motorcycle Maintainance.London: The Bodley HeadTate Gallery (2020) Art Terms: Surrealism. Available at: https://www.tate.org.uk/art/art-terms/s/surrealism. Accessed: 20.7.20
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Snippets of Joy
We humans don’t give plants enough credit! While they might lack abilities such as locomotion, consciousness and language they get about just fine. The orchid is one of the most profound reproductive geniuses in the world. So profound that its 25,000 different species over the past 80millions years have managed to colonise six different continents, almost every terrestrial habitat from the Himalayan mountains to living rooms all over the world. This dual reproducing plant symbolises to me, the strength, power, independence and togetherness of each blooming bud on its branches. While an independent being this fascinating plant shows togetherness – with all the flowers growing on one single branch signifying unity and its own little constellation of joy all sharing the same vision, values and achieving the same goals of beauty and brilliance!
By Isla Flood and Stephanie Cash
#HashTag of the Month #MichelleObamaPodcast The former First Lady discusses deep meaningful conversations with loved ones about friendship, skiing with the secret service, women's health and how all our relationships in life make us who we are.
It’s the little things that count… Whilst many of us are preparing to return (or get used to) a new way of working, it is important to remember the little things that keep us smiling and feeling ‘the joy’ during each day. Daily ‘check ins’ with teams, random acts of kindness and thoughtful gestures are incredibly important when building and maintaining supportive and effective team working. The ‘JoyFE’ constellation has been amazing at this over the past 5 months; we have sent our own ‘snippets of joy’ to each other (see images). These small yet incredibly powerful postal gifts have shone bright lights during dark times. This highlights the importance of inclusion and building a unified working space where everyone feels recognised and appreciated. Taking this into your work space and life in general is highly rewarding and fills your ‘joy cups’ as Sandi and Chris Phoenix agree enhances adult wellbeing (Early Year Wellbeing Festival – Kathy Brodie., 2020). Why not give it a try, see how much joy you can bring to someone's life:)
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Library Apps for a Less Expensive Reading Habit (also v good for students too)... Is your book buying habit becoming a very educational but expensive new hobby? Since lockdown I’ve been addicted to buying new books and my ‘to-read’ pile, both virtually and physically is getting unwieldy. But I didn’t used to buy all my books, I went to the library regularly with my family and we used it extensively (if I’d had to buy all the Rainbow Fairy books my daughter went through I’d be broke, thankfully she’s moved on to emo teen fiction now, not a rainbow in sight). One technological revolution that has not been effected by lockdown is your local library’s ebook schemes. They all have them. Go to your local library’s website, check out the ebook section and you’ll be amazed what you find. You usually have to download an app, but along with some riveting reads you’ll also find some of your favourite glossy magazines, newspapers and even great new audio books now too.
It’s the little things that count… The ‘JoyFE’ constellation have been sending their own snippets of joy in the past 5 months. These small yet incredibly powerful postal gifts have shone bright lights during dark times. This highlights the importance of inclusion and building a unified working space where everyone feels recognised and appreciated. Taking this into your work space and life in general is highly rewarding and fills your ‘joy cups’ as Sandi and Chris Phoenix agree enhances adult wellbeing (Early Year Wellbeing Festival – Kathy Brodie., 2020). Why not give it a try, see how much joy you can bring to someone's life:)
Francesca Bernardi is an experienced educator across all phases of education. She is an SEN practitioner, advocate for parents of children under threat of exclusion, teacher educator, post-doctoral researcher, writer about autonomy and art practitioner (oh and she is also chair of the Gramsci Society!). When we put a call out at #JoyFE for people who may want to be interviewed about how they had adapted their practice, Francesca stepped forward … into a Zoom room. It was a delight to hear Francesca’s story and through it, a little of the stories of the young people she has been working with. Francesca went into lockdown from her role as a researcher.Alongside this role she had continued her practice as an art educator. On Monday 23rd March, Francesca was told via a text message, as she had no internet service at home, that the University was closing down as the nation headed home to #StaySafe. Lockdown really was lock down with zero connectivity. Connectivity has been like a golden thread in the life of Francesca and the young people she has continued to work with through lockdown – on so many levels. Francesca’s close friend saved the day with a surprise courier delivery of an Android phone, already set up with data. This became a game changer. “My new office life, just like that”. Francesca describes herself as a bit of a technological dinosaur (her words). Although she emailed and made calls, and made some use of social media, her digital life was quite simple and served its purpose. She therefore entered lock down with some apprehension. “I had to learn quickly what others had been doing for years”. This was the first time she had had to “bring the office home” to this degree. Francesca quickly expanded her presence on social media to make new connections and capitalised on her use of emails, Skype and, Zoom as she changed gear. There was a decision early on that the two young people she was working with as an art practitioner would like to continue.With the support of their parents, arrangements were made for Francesca to operate online with each of these young people. For the students, a space in their homes now became their art studios.
an interview with... Francesca Bernardi
by Jo Fletcher-Saxon
F. Bernardi (Watercolour on paper, 2011)
“Once we went into lockdown, the young artists and their parents were keen for their art practice to continue” So who are these young people? Young Artist A is primary school age and has a diagnosis of Autism and Young Artist B is secondary school age and is in alternative education provision. For both, their art is a lifeline and both produce wonderful work that Francesca shares on digital platforms. Young Artist B communicates much about her world view and experience of life in her work, she is astute and critically engaged with politics. What has clearly come out of this time is that for Young Artist B, the way her identity is recounted, differs to the real her that has emerged. So how, in a subject like art, did the transition from working physically in a space together to working digitally in separate spaces alongside each other, work out? “The Skype version of us, it’s actually proven more comfortable … the young people I work with (one to one) seem to feel empowered, learning from within their own space, the adults (parents) give them the space and ownership and they have a very open dialogue with me that in the physical space … there was a different relationship/dynamic. Now they are in charge of their space, I am guiding them online through a digital platform (Skype)”. It was really striking as we talked, how the dynamic between Francesca and her young artists had actually become enriched, conversation focus and dialogue shifted, new thinking and conversations emerged. Young Artist B is strongly politically aware, civically charged, in touch with the news and now, in this new lockdown environment she has found the space to talk about not only her political interests but also to make connections with her own situation in alternative educational provision. Perhaps it had been difficult to do that before from within the walls of the institution. But now outside, she could look in, look around. All of this flows through her work. She has begun to question the logic of her educational experience, challenging the curriculum decisions at her education setting.By contrast, in this educational art space “we work as equal thinkers” says Francesca, “this is very different to how educators work with her in her education setting”. Through this experience Francesca was seeing two learners ...... to read more click here
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Price breaks The Power of Us down into six sections. Section One confirms what we already know: context is everything. In section Two, he explores the mindset of organisations and other communities. Section Three gives a compelling insight into the operating systems of truly innovative organisations. Section Four looks at the new approaches to leadership we need to develop if we are to bring about real and lasting change Section Five offers us a toolkit of tried and tested change-making strategies. Finally Section Six reminds us that in a post-Covid world, activism is no longer a dirty word. The Power of Us offer's Price's vision and so much more. Based on two years of research, he gives us a roadmap and a full tank of fuel. With this book and our own brilliant thinking we have all we need to change the cultures of education for the better. There's a saying that books find you at exactly the time you need them. Nothing could be more certain that this is the moment for unity and The Power of Us.
BY Lou Mycroft
The Power of Us by David Price
Sometimes a book grabs hold of you before you've even read it. It might be the title, even the cover, or perhaps you've seen a review. Or it may be that the author is someone who has already influenced your life and you want more of that joy. David Price's heart is absolutely in the right place. Like his friend and colleague Sir Ken Robinson, sadly lost to the world this month, he's a visionary who has never given up on his belief that education could be very different to what we have now. His first book, 'Open' transformed me into a generous educator, open-hearted as well as open with my knowledge, my resources and my time. It set me on the nomadic path I follow now.
By Jackie Rossa
Dear Jackie
Dear Jackie, I’ve just started back in college physically. I feel really anxious and overwhelmed. Everything has a new process and set of challenges to overcome. I went to my ‘line manager’, but they didn’t have any advice or help for me. How can I overcome this feeling of overwhelm?I loved seeing my colleagues again, but I feel like I’ve got a mountain to climb, and it’s Everest. Jackie says: I think the first thing that you might need to do is to recognise that this is a totally normal reaction.You are going back into a very different work environment, and experiencing a huge range of changes, protocols and pressures to ‘get it right’.At the same time, you are expected to keep your students mentally well, and focused on their learning. This is a huge ask, so perhaps the first thing to do is to cut yourself some slack. We know that our brains can only cope with so much new information at a time, and when we are overwhelmed, stress hormones invade our body and we don’t think well. This goes for our students as well as us. One thing that can really help is to create structures, rituals, routines and habits that work for you and your students. This might sound a bit bland and counter intuitive, but it really does work.The more often we do something, the easier it becomes – like driving a car. Having a set pattern and routine to your days and lessons (and writing this down) means that you don’t have to use up precious working memory space to remember things. This can take the pressure off, and allow you more brain space to be creative and responsive. This really helps with developing resilience. Do share your feelings with colleagues and students too, I expect that many of them will be feeling just the same, and will be relieved to know that they are not alone.Finally, don’t be afraid of getting ‘it’ wrong. We are all finding our way in an uncertain world, and so long as we do our best and learn from mistakes, we will be moving forward. Dark Jackie says: I usually find a good bottle of wine helps tremendously, but do try to keep it hidden during work hours. Vodka works well in a water bottle, but remember to carry some mints with you, as your manager does not sound all that sympathetic
"Thank you to @susannaBrandon for sharing this at the moment I needed it most. It made me feel empowered as opposed to "down trodden." Chosen by @katherynCocker1
By Katheryn Cockerton
"The Wilderness by Brene Brown Page 130 ...was chosen by @heatherBMartin
Inspiring Quotes of Joy
Chosen by Hollie @hblx93
@LouMycroft and @JFletcherSaxon shared these two acticles both written by Marina Sitrin. "The Colectiva Sembrar" and "Pandemic Solidarity"
"Just love the message behind this. Love sharing with students at induction. A powerful message. Chosen by @GreavesMichaela
It struck me that some of these beautiful quotes that people were sending me were running along the same theme. The Quotes were giving us a feeling of belonging and self worth especially in these uncertain times. I began to recognise this as our own #JoyFE. I would love to hear your favourite quote and what it meant to you.
contributors
Isla Flood @islaflood Heather Booth-Martin @HeatherBMartin Jackie Rossa @JackieRossa_ Lou Mycroft @loumycroft Lindsey Wilson @Lindsey16250942 stefanie wilkinson @stef_wilkinson KATHERYN COCKERTON @KATHERYNCOCKER1 STEPH CASH @STEPHANIECASH_ Hayley seward @hayleyseward3 hollie barnes @hblx93 jo fletcher-saxon @jfletchersaxon sarah jane crowson @sarahjfc tracey lee @adaptcomms
Want to be part of the #JoyFE conversation? Listen to the live #JoyFE Broadcast on Twitter on Wednesday 7.00am with @Stef_Wilkinson and @LouMycroft OR Join us on Zoom for the #ideasroom on Wednesday evenings at 8pm using the Thinking Environment to explore ideas and change the world!(DM Lou or Stef for the password). OR Why not write an article ? Submissions always welcome EMAIL: joyfulfe@gmail.com
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