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Collaborative social learning spaces that foster creativity and social change have always been central to my development as an educator, and they have never been more valuable to me than during my professional doctorate in education (EdD). Gravett et al. (2023) encourage us to look beyond doctoral studies being singular experiences located within individual students, and instead as complex assemblages, where diverse collaborations of shared knowledge and peer support contribute to emerging and creative ideas. In this blog post I will share my experiences of my EdD journey as a collaborative and creative endeavour.

A shared pursuit in wanting to make a difference

The quotation, ‘The woods would be very silent if no birds sang except those who sang best’ (unattributed, 1874, p. 231) is one my daughter originally found and reminds me of the strength of our collective voices when heard among the plethora of educational voices. We all began our individual doctoral studies with differing ideas, experiences and ideals but, despite our differences, I soon realised we were united in a common struggle and passion for wanting to make a difference within the wider educational community. Sharing and listening to the voices and perspectives of my doctoral peers not only helped me understand my own experiences and articulate my own research desires and ideas, but it also helped me to feel less isolated as many of our concerns were shared. The quotation my daughter shared with me echoes the view that it is the collaborative nature of humans that makes things possible, and that no single individual can take care of their needs and make a difference without others (John-Steiner, 2014).

A safe and empowering environment has strengthened my academic endeavours

My EdD collaborative learning space is one where there is a sense of camaraderie and I find it an empowering and safe environment where I can take risks, be brave and stay with uncertainty. It is not just the face-to-face encounters in our learning sessions I find valuable but also the interactions throughout our working day. John-Steiner (2014) talks of rhythms of collaboration and how the movement between settings creates opportunities for thinking that promote new ideas and insights. The sense that we are ‘all in this together’ is a factor that sustains my studies, my research and my morale, aligning with the view that human connectivity is fundamental to survival (John-Steiner, 2014). I value the knowledge that such peer-to-peer learning connections strengthen my academic endeavours, which studies show are often more powerful than educator–student relationships (Brouer, 2019).

‘The sense that we are “all in this together” is a factor that sustains my studies, my research and my morale, aligning with the view that human connectivity is fundamental to survival.’

Doctoral collaborations foster creativity and innovation

Wilkinson and Weitkamp’s (2016) perspective that much creativity arises from collaborative endeavours really resonates with me and I gain a real sense of satisfaction from collaborative tasks that enable me to explore new ideas, which then generate new ways of thinking. My own proposed study, which aims to explore children’s experiences of creating visual texts by drawing as part of the writing process, has been enhanced by the opportunity to discuss my thoughts, feelings and experiences with my EdD colleagues. The often-singular nature of doctoral studies has been disrupted by the creative and collaborative nature of the EdD journey, and my final literacy thesis will not only be the result of my individual work but an assemblage of interwoven literacies, entangled with the collaborative experiences shared (Gravett et al., 2023).

The woods are not silent

The community that my EdD colleagues and I have created over the past few years has been, and will continue to be, a powerful and creative space where I know my voice is heard and valued, where I feel stimulated and challenged and feel a sense of belonging, and where my research endeavours have been strengthened by listening to the voices of others. The collaborative EdD community I belong to will continue to sing together, be committed to social change, and ensure the woods are not silent.

References

Brouer, J., Jansen, E., Severiens, S., & Meeuwisse, M. (2019) Interaction and belongingness in two student-centered learning environments. International Journal of Educational Research, 97, 119–130.

Gravett, K., Heron, M., & Ahmad, A. (2023) The doctorate unbound: Relationality in doctoral literacy research. Literacy, 57(3), 305–314.

John-Steiner, V. (2014) Rhythms of collaboration. In A. Blunden (Ed.), Collaborative projects: An interdisciplinary study (pp. 114–124). Brill.

Unattributed (1874) Sideboard for the young. The Ladies’ Repository: A monthly periodical, devoted to literature, arts, and religion, 14(3), 230–233.

Wilkinson, C. & Weitkamp, E. (2016) Creative research communication: Theory and practice. Manchester University Press.