ABSTRACT

The previous chapters will have encouraged a number of responses as the authors’ intentions have been provocative. They have offered an alternative way of looking at the familiar and everyday activities, approaches, environmental resources and ways of organising a setting through a number of lenses or perspectives, some of which may seem uncomfortable, some challenging and some exciting. To embrace a new way of thinking or approaching a task will always involve experiencing disequilibrium, a gap or difference in what has been known or acted, a new or different understanding, and as adults we, too, have our own ‘zone of proximal development’ (Vygotsky, 1978), where we need someone or something to push us through a barrier into a new understanding or skill. As lead practitioners, it is your responsibility to both acknowledge this for yourself, and embrace the dispositions of your team when considering or facing a new initiative, strategy or perspective.