Образовательный опыт участников «точек кипения»: нарративный анализ
Аннотация
«Точки кипения» — сеть открытых общественных пространств, которая развивается в России с 2014 г. Ее инициаторы и партнеры видят ключевые задачи сети в стимулировании технологического развития страны, поддержке команд и лидеров проектов, сплочении профессиональных сообществ, а также содействии образованию и карьерному росту участников. В поисках ответа на вопрос, можно ли считать «точки кипения» образовательным по своим целям и содержанию деятельности пространством, авторы статьи применяют методологию нарративного анализа, чтобы установить, могут ли в опыте разных участников быть выделены повторяющиеся сюжеты как результаты институционального образовательного воздействия «точки кипения». Можно ли сказать, что такие сюжеты, если они будут выделены, приводят к устойчивым образовательным эффектам? Являются ли они результатом осознанного конструирования или возникают спонтанно, неумышленно? Основным источником данных служат транскрипты 16 интервью участников «точек кипения», проведенных в период с июня 2023 г. по июнь 2024 г. В качестве дополнительных материалов авторы использовали рекомендации по открытию «точек кипения», составленные их администраторами и активными участниками в ходе совместной рефлексии сложившихся в этих пространствах практик.
Авторы приходят к выводу, что образовательные эффекты достигаются в «точках кипения» не случайно, а благодаря институционально обеспеченным типовым сюжетам, укорененным в особым образом сконструированной социальной среде. Эти образовательные эффекты способствуют повышению эффективности взаимодействия участников «точек кипения». Описанные в статье способы достижения образовательных эффектов не являются традиционными для образовательных организаций, но, по мнению авторов, могут быть использованы другими образовательными институциями.
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Литература
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