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It doesn’t matter if the ideas I had - or the way I was trying to express them were any good or not.. what I’m talking about is the need we all have for encouragement and motivation to improve on and further our own learning. I could have enrolled in a course and paid a teacher to give me that … attention, but even then it would have felt disingenuous and limited by what that one teacher could muster after 20 years of putting up with it.

This amazing project that Konrad has taken me on boils down to is this: I have drawn a concept for a building I want to one day build, using Second Life and its communities to draw and develop the model. I have used numerous online networks to research and inform the model, and this drawing is only one step in many for this long term plan I have. That network has given me the motivation to take it all further. In the process I have learned a lot about sustainable building, drawing in SL, communicating with online networks beyond my normal peers, and in that I have gained new confidence. Now I am coming to an end with the VirtualClassroomProject, having reached the limitations of the model in SL Jokaydia, and want to take it further. I have made numerous attempts to connect with a local group who are developing sustainable building designs, but what was that I said about powering down? I think it will turn out that I will install the model somewhere more permanently in SL and continue to tweak the model, make variations and details, do a costing analysis for a real build, develop a website for it, and continue to try and find useful contacts who I can work with and possibly take something like this further - no doubt I will find them online… I already have one lead in Melbourne!

this project has helped me to render my private and two dimensional ideas into a public and socially supportive domain.

alternative epistemology of inquiry as practice, wherein the leader as scholar and his or her leadership practice are inseparable from scholarly and critically oriented inquiry.

not that of an aloof official imposing, authoritatively, educational ends and methods. He will be on the lookout for ways to give others intellectual and moral responsibilities, not just for ways of setting tasks for them . . .

More recently, efforts have been undertaken to reexamine the meaning of “scholar” within the context of educational leadership2 preparation and practice (Anderson & Jones, 2000; Jenlink, 2001b, 2001c; Riehl, et al., 2000). Preparing educational leaders as scholars invests largely in understanding a “scholar” as someone who values inquiry.

Relatedly, scholar-practitioner leadership, as a construct, represents a complex set of relationships among inquiry, knowledge, practice, and theory. These relationships have a critical intersect of the core value for and understanding of a “new scholarship”.3 This “new scholarship” defines practice, knowledge, and inquiry within the practice-based world of teachers and administrators, acknowledging the value of “local theory” and “knowledge-of-practice.” Also shaping the conceptual and practical meaning of scholar-practitioner leadership is a dimension of criticality that transforms leadership practice into leadership praxis.

In contrast, learning to lead for the scholar-practitioner is concerned less with transitional orientations of knowledge and inquiry and more with engaging in a “new epistemology” of knowledge and practice articulated through the inquiry as praxis.

A central element in scholar-practitioner leadership is criticality, which, depending on the degree of criticality, transforms inquiry, knowledge and practice.

The ideal degree of scholarly practice for school leaders seeking to create democratic learning communities would exist at a point along the primary axis, moving outward to a level of inquiry and/or knowledge-of-practice.

The criticalist “attempts to use his/her work as a form of social or cultural criticism” (Kincheloe & McLaren, 1994, p. 139). As a criticalist, the school leader engages in his or her work through leadership praxis5 guided by inquiry that is reflective, ethical, critical, and intentional. Praxis-oriented scholarly practice refers to “activities that combat dominance and move toward self-organization and that push toward thoroughgoing change in the practices of . . . the social formation” (Benson, 1983, p. 338).

A critical leadership praxis is also concerned with inequity and injustice that surface within the curricula and instructional systems of schools, as well as asymmetrical power relations that all too shape student and teacher identities along ideological lines that work to control and disadvantage some while advantaging others

leadership praxis is emancipatory, “grounded in a critical consciousness, which will manifest itself in action that will always be becoming emancipatory” (Grundy, 1993, p. 174). For the educational leader as criticalist, the question is not “Am I emancipated and how can I emancipate my staff?” but rather ”How can I engage in forms of critical, self-reflective and collaborative work which will create conditions so that the people with whom I work can come to control their knowledge and practice?” (p. 174).

The word bricoleur and its cognate bricolage come from bricole, a corruption of which is the English term brick wall. The root word of bricole means rebound. Bricoleur, as Levi-Strauss (1966) has noted, is “used with references to some extraneous movement” (p. 16)—movement in physical terms such as a ball rebounding off a wall, in sociological terms the social interaction in activities, and in psychological terms the interacting and cognitive rebounding of ideas, concepts, and feelings experienced as one individual works in relationship to others.

Noting the association with Baudelaire, bricolage, as Norris (1987) suggests, is a French word that refers to the “ad hoc assemblage of miscellaneous materials and signifying structures” (Levi-Strauss, quoted in Norris, p. 134). The bricoleur works in association with his or her culture and the material practices and artifacts available in the culture. Spivak (1976) says “the bricoleur makes do with things that were meant perhaps for other ends” (p. xix). Weinstein and Weinstein (1991) explain the bricoleur as a person who is “practical and gets things done” (p. 161). As Norris (1987) notes of the bricoleur, s/he is “happy to exploit the most diverse assortment of mythemes—or random combinartory elements” (p. 134).