A couple of years ago I teamed up with Bruce Hoppe, a very skillful and savvy network mapper, to do a network capacity building and analysis engagement with a national education organization comprised of a growing number of member schools. While the organization referred to itself as a “network,” leadership recognized that it did not necessarily intentionally leverage itself as such, or do so with great consistency. Furthermore, there was reported unevenness of understanding among member schools of what it meant to be a member of this network. So Bruce and I were invited in to work with the leadership team to see what might be done to grow network awareness, intention and activity.
In addition to doing some “thinking like a network” training and coaching with the core leadership team, we put together a network survey that yielded some interesting results. The survey was intended to surface how people in the network currently took advantage of the network, what they valued about it, and what other value they would like to see come from their membership and participation.
In analyzing both the pattern of responses and the network map that Bruce constructed, we were interested to see stories emerge of mediated and self-organized collaborations between schools. This included reports of information sharing, staff exchanges, and coordinated learning. This raised a few questions – Was network leadership aware of these collaborations? Were others in the network familiar with them? The answer was that there was some awareness, but this was not at all widespread. The hypothesis emerged that if examples of collaboration were more widely shared and celebrated, this might become both license and motivation for others to do so.
Something else that emerged from the network map were signs of various geographic clusters of schoolswhere there was relatively robust and/or growing communication and coordination. At the same time, there were schools that were in relatively close geographic proximity (in a state or sub-region of a state) where there was little if any interaction and exchange. Clusters in a network can become very powerful engines of collaboration, innovation and influence, both for members of the cluster and also the rest of the network. Leadership was invited to look more closely at the conditions that might be supporting interactivity in some clusters as opposed to others, and also to share examples of robust cluster activity with the rest of the network to inspire curiosity and connectivity.
Another take-away from the survey analysis was that there were clear (what we called) “champions” in the network, individuals who participated in many different virtual and in-person network activities at a relatively high degree of frequency. These super-users were identified as an asset to be further engaged to the extent that they might be ambassadors for the network as a whole, given their apparent enthusiasm. In addition, we raised the idea of creating a cluster of the champions, or a community of practice, that might exchange and prototype promising practices for network engagement.
Also related to this notion of champions was the discovery that the formal school coaching role that existed within the network could play a potentially powerful weaving function within the network. That is, coaches worked with multiple school leaders and often saw opportunities to make connections for the sake of peer exchange. However, this was not a formally condoned aspect of the coaching role. Leadership was invited to consider what it might look like to move coaches out of the role of highly customized support for individual schools and to do more generalized workshops and connecting of peers to ramp up interactivity, and support capacity, in the network.
Collaborations, clusters, champions and coaches-as-weavers – helpful isights from a network survey and map that we look forward to continuing to build upon and learn from, including how to leverage both virtual and in-person convenings to energize the network.
As I’ve worked with a variety of social change networks to launch or transition from one stage to another, I’ve been guided by the following formula:
Form follows function follows focus
My experience is that many groups and initiatives can get very concerned about structure – How will we make decisions? Who will be members? What is expected of them? What do they get in return? These are important questions, and they deserve a fair amount of time tending to them. What can bog many groups down at this stage, however, is that they have not sufficiently sorted out the functions of the network, how it creates value, if you will, which has important implications for form. And if the group is not clear on its focus (purpose, animating goal, mission), this can be that much more perplexing.
So I’m spending more and more time with networks sorting out their core “jobs,” with a few additional guiding mantras, including:
Do what you do best and connect to the rest.
The value proposition of change networks in my mind is that they add value to a broader landscape of activity, not that they come in and try to take over. Even if this is not the intent, groups can spend little time figuring out what already exists “out there,” what efforts are underway, what other collective efforts are operating. This lack of awareness risks creating unnecessary and unhelpful duplication and competition. Read More
“Only connect! That was the whole of her sermon. Only connect the prose and the passion, and both will be exalted, and human love will be seen at its height. Live in fragments no longer.”
This is an excerpt from the final post in a series of five focused on networks for change in education and learning that have appeared on the Education Week and Next Generation Learning Challenges websites.
In this series on network design and network thinking, I explored the power and promise of networks as residing in how connection and flow contribute to life, liveliness and learning. See, especially, Connection is Fundamental.
In Why Linking Matters, I looked at how certain networks can more optimally create what are known as “network effects,” including small world reach, rapid dissemination, resilience, and adaptation.
I also noted, in Structure Matters in particular, that living systems–including classrooms, schools, school districts, and communities–are rooted in patterns of connection and flow. That’s why shifts in connections–between people, groups, and institutions–as well as flows of various kinds of resources can equate with systemic change, and ideally they can lead to greater health (in other words, equity, prosperity, sustainability).
Networks can also deliver myriad benefits to individual participants, including: inspiration; mutual support; learning and skill development; greater access to information, funding, and other resources; greater systemic or contextual awareness; breaking out of isolation and being a part of something larger; amplification of one’s voice and efforts; and new partnerships and joint projects.
It’s also true, however, that not every network or network activity creates all of these effects and outcomes. The last two posts looked at two factors that contribute to whether networks are able to deliver robust value to individual participants and the whole, including network structure and what form leadership takes. Networks are by no means a panacea to social and environmental issues and can easily replicate and exacerbate social inequities and environmentally extractive practice. So values certainly have a place, as does paying close attention to dynamics of power and privilege.
It is also the case that individual and collective behavior on a day-to-day basis have a lot to say about what networks are able to create. The following is a list of 25 behaviors for you to consider as part of your network practice as an educator:
Weave connections and close triangles to create more intricacy in the network. Closing triangles means introducing people to one another, as opposed to networking for one’s own self, essentially a mesh or distributed structure rather than a hub-and-spoke structure.
Create connections across boundaries/dimensions of difference. Invite and promote diversity in the network, which can contribute to resilience and innovation.
Promote and pay attention to equity throughout the network. Equity here includes ensuring everyone has access to the resources and opportunities that can improve the quality of life and learning. Equity impact assessments are one helpful tool on this front.
Name and work with power dynamics and unearned privilege in the direction of equity.
Be aware of how implicit bias impacts your thinking and actions in the network. Become familiar with and practice de-biasing strategies.
Think, learn, and work out loud, in the company of others or through virtual means. This contributes to the abundance of resources and learning in the network.
Don’t hoard or be a bottleneck. Keep information and other resources flowing in the network.
Identify and articulate your own needs and share them with others. Making requests can bring a network to life as people generally like to be helpful!
Stay curious and ask questions; inquire of others to draw out common values, explicit and tacit knowledge, and other assets.
Make ongoing generous offers to others, including services, information, connections.
“… Keep reaching out, keep bringing in./This is how we are going to live for a long time: not always,/for every gardener knows that after the digging, after/the planting, after the long season of tending and growth, the harvest comes.”
“We cannot live for ourselves alone. Our lives are connected by a thousand invisible threads, and along those sympathetic fibers, our actions run as causes and return to us as results.”
In an earlier post in this series on networks and education, we explored the underlying vitality of connection and flow in our world and how this can create opportunity and health in our lives and in learning. According to network theory and practice, it can make a big difference when we are aware of who is and is not connected and then act intentionally to build and leverage relationships in both number and quality. Stories from a variety of fields illustrate the phenomenon of small and great change being rooted in creating ties and flows between different actors and elements in a system.
Now let’s take a step back and ask, “What is a network?” A basic definition is that networks are nodes and links. That is, they are elements of different kinds (people, schools, other kinds of organizations) that are tied together (consciously or unconsciously) in some larger pattern by one or more types of connectedness–values, ideas, friends and acquaintances, likes, exchange, transportation routes, communications channels. Social networks, comprised of individual people or groups, can be experienced in person and also virtually.
In the world of education and learning, here are some of the ways networks show up:
Open classrooms – Digital technology is used to connect students to a wide array of information and a diversity of community partners and real-world learning experiences both within and beyond a classroom’s walls. (e.g., CommunityShare)
Communities of practice – Students, teachers, and school or district leaders connect their learning, engage in inquiry, and refine practice through learning webs within or across schools and districts.
Community schools/schools robustly connected to local community ecosystem – Connections create opportunities for authentic learning, job readiness, and student resilience; wrap-around services ensure fuller suite of supports for students. (e.g., Dudley Street Neighborhood Initiative)
Networks of schools – Schools are connected by their alignment to a model or philosophy, influencing a culture shift within the broader field of education.
Movement networks/”networks of networks” – Collectives of schools or education organizations push for transformation in the field toward greater equity, democracy, “education as a public good” (e.g., National Public Education Support Fund).
You (yes, you!) as a network (student, teacher, leader … all learners) – As individuals, we are (or can be) internally connected to multiple intelligences and ways of knowing–analytical/intellectual, embodied/somatic, emotional, spiritual.
The Value of Networks for Education and Learning
So what is the big deal about networks? Is there really anything new here? These are questions that come up, though seemingly less often over the past five years or so with the proliferation of various social media. On the one hand, networks have always existed as long as life has existed, so there is not anything new here. On the other hand, the various digital tools and technologies that have evolved to rapidly and dramatically shrink the world are showing us what more intricate and efficient forms of communication and exchange can make happen.
And while it is true that virtually all collaborative forms of social organization meet the basic definition of being a network (coalitions, alliances, organizations, communities), not all such forms leverage to the same extent what are called “network effects.” … To continue reading this post on the Education Week website, go to this link.
“You’ve got to keep asserting the complexity and the originality of life, and the multiplicity of it, and the facets of it.”
The following is a segment from the first post in a series focused on network theory and its actual and potential applications to education and learning. This series appears on the Education Week website and was invited by Next Generation Learning Challenges (NGLC) as it explores the potential of networks to advance equity, adaptability and excellence in public education …
Network theory is on the one hand a new and emerging interdisciplinary science and on the other hand it is ancient, grounded in indigenous and experiential ways of knowing about the reality of interconnectedness. Another important element of “network science” is imagination–the use of creative expression and metaphor that recognizes and works with relationship and relatedness that can help to guide our minds, hearts, and hands. These posts will draw insight from this broader understanding of network theory. This first post offers a larger view of the nature and potential of networks in our lives.
There is a lot of talk about networks these days. And there is considerable hope and effort being put into more interconnected ways of working and learning in order to bring about much needed innovation and change in multiple fields, including education. This is exciting, and at the same time I am concerned that the conversation can be relatively narrow, or leap ahead of some deeper insights of network theory and practice. In so doing there is a risk of not getting to the more promising potential of networks.
Connection is fundamental. This is a core observation of network theory (and various wisdom traditions). Network theory starts by pointing to the fact that we often talk about the world in terms of individual things and their properties. This kind of approach may work in situations and in systems that are fairly simple and relatively static. But when the interactions and the complexity of the elements in a system increase, it is the connections that determine the characteristics of the elements in the system and its overall health. This holds true for any kind of dynamic living system–ecosystems, human communities, economies, etc.
“Network theory suggests that what a system becomes emerges from the complex, responsive relationships of its members, continuously developing in communication.”
-Esko Kilpi
Life is at base a network. It thrives on connection. We all know this, experientially, because we are alive! And when we are not feeling alive or lively it is often because we are disconnected, cut off in some way–from other people, from the natural world, from our selves (feelings, bodies, values), from power or a sense of purpose. (See the UK’s recent move, incidentally, to appoint a Minister of Loneliness to address the multiple ills stemming from growing social isolation). Life thrives on connection. …
Earlier this year I had the opportunity to sit in on a session in Detroit with Adrienne Maree Brown, writer, editor, facilitator and consultant to social movement organizations. Adrienne’s offering was on the potential of “radical science fiction” to realize empowering visions of a just and sustainable future. After sharing some of her own writing, she encouraged participants to play with a sense of imagination grounded in realistic projections of current social and environmental conditions and trends. Read More
|Photo by TREEAID|http://www.flickr.com/photos/53871588@N05/5726759624|
This post is not exactly about an insurance policy, at least not in the traditional sense. Picking up on the metaphor of last week’s piece on “Network Gardening,” today we bring focus to how we can protect the early growth of networks for social change. Protect them from what? The temptation to jump to action too quickly, leapfrogging the “problem conversation,” the tendency to want to institutionalize everything (what a friend calls “incorporation fever”), naysayers, exclusionist practices, and the heavy hitters who are used to getting their way. Read More
“There is a contradiction in wanting to be perfectly secure in a universe whose very nature is momentariness and fluidity.”
-Alan Watts
Earlier this week I facilitated and participated in a momentous meeting in one of the state-wide change processes I have been involved with for the past few years. This meeting featured community and parent organizers, “service providers,” funders, and other educational advocates from across the state in conversation with newly hired state-level staff charged with creating a plan for ensuring greater alignment of state agencies in the direction of better opportunities and outcomes for all young children. Read More
It was a pleasure and privilege to return to Dallas a few weeks ago, and spend time again with Cohort 1 of the Teaching Trust, whose mission is to “prepare educators to lead the change we need for the academic success and equity of all students.” This extraordinary and committed group took a turn at “teaching back” to my colleague Kristen and me what they took away and have applied around the Facilitative Leadership practices, including “share an inspiring vision/inspire a shared vision.” Enjoy!
Comments Off on Teaching Trust in ActionJuly 4, 2012
Regular readers of this blog will know of my work around and passion about food systems. Food, as Growing Power founder Will Allen once put it, is “the great connector.” So much comes together in what we eat, including: chains (more ideally cycles) of producers, processors, distributors, retailers, consumers, and composters; global and local providers; considerations of environment, economy, and equity/access; cultural traditions; and of course community when we bake and break bread together. On this July 4th holiday, as conversations heat up around the region, country, and world, about the importance of remembering what literally sustains us, I want to celebrate the food movement and share 10 of the more inspiring and instructive articles, reports and videos I have come across in the past year or so. Enjoy and Happy Interdependence Day! Read More
“The New American Academy does a tremendous job of nurturing relationships. Since people learn from people they love, education is fundamentally about the relationship between a teacher and student.”
The following post is a commentary from Stowe Boyd – The New American Academy: Post-Industrial At Last. It called my attention because it makes a link between education and collaboration, learning and relationship. See what you all think!
Blogging this morning from the Building Energy Conference, New England’s most established cross-disciplinary renewable energy and green building gathering. If you are here, come visit us at our IISC booth! One of the big topics of this year’s conference and trade show is thinking in terms of systems. In this spirit, the following post draws from an email that I recently sent to the convenor of a state-wide system change initiative that is poised to identify strategic points of leverage within the system and its component systems to nudge it in the direction of serving all people equitably in the state and ensuring community food security. Related to this goal is the desire to support a more robust local economy and to work synergistically with ecosystems. I believe the questions listed pertain to any complex dynamic system change effort, whether one is talking about food, education, or community energy use and production, and I welcome your thoughts . . . Read More
Earlier this week I facilitated and participated in a momentous meeting in one of the state-wide change processes I have been involved with for the past few years. This meeting featured community and parent organizers, “service providers,” funders, and other educational advocates from across the state in conversation with newly hired state-level staff charged with creating a plan for ensuring greater alignment of state agencies in the direction of better opportunities and outcomes for all young children. 
Blogging this morning from the