by Lynn Barendsen and Danny Mucinskas
In late July 2022, we had the pleasure of leading a virtual workshop as part of Project Zero’s one-day online Sparks conference, an opportunity to learn about a variety of PZ ideas for a diverse group of educators. We were pleased that, for our session, we had an audience of almost 40 educators from around the world: participants from the US hailed from states as diverse as Georgia, Nebraska, Ohio, and Texas, while international participants joined from countries such as Brazil, Japan, Switzerland, and Trinidad and Tobago.
Our session was titled “Good Work: What It Is and How to Teach It,” and we offered an introduction to Good Project ideas, a brief overview of our research, and an introduction to the Good Project Lesson Plans. Although we miss the collegiality of in-person meetings (and look forward to many more in the future!), we welcomed the variety of perspectives and responses that emerged from such a far-reaching, diverse group.
We began with an activity from the Good Project Lesson Plans, asking participants to think of someone they believed exemplifies “good work.” In small breakout groups, participants described individuals they admired: sometimes they chose family members, friends, and colleagues; sometimes they described individuals they’d never met but nonetheless admired. They then pulled out terms they would use to describe these exemplary workers, including qualities such as “visionary,” “driven,” “optimistic,” “honest,” “trustworthy,” “caring,” and more.
When we returned as a full group, participants shared themes from the descriptions of the individuals they admired and what they learned from these individuals on a shared collaboration board, and we had a brief discussion. For example, one participant commented upon three qualities that their partner exemplified in their work, including approaching collaborators with kindness. Another participant spoke of a celebrity’s work ethic and commitment to excellence. Interestingly, a number of participants described the importance of positivity and bringing “joy” and compassion to work in various ways, using words and phrases such as “sense of humor” and “cultivate calm.” Our team has led this discussion on a number of occasions, and this focus on positivity is not something that has come up frequently in past sessions. We wonder now if perhaps attention to joy feels especially necessary for educators who are experiencing more challenges than ever.
After a brief introduction to Good Work and the three “Es” that comprise our definition (excellence, ethics and engagement), we asked participants to revisit the qualities that defined their chosen “good workers” and consider whether their descriptions fit neatly under the heading of one or more of these “Es.” Some terms (such as “honesty”) seem to fall squarely into the “ethics” column. Other terms (such as “supportive” or “inclusive” or “kind”) could arguably fit into multiple categories. We explained that these conversations can make for great jumping-off points with students as they consider what’s important to them in their work, and how they might best find mentors to help them further establish their own standards for work.
We then offered a brief introduction to the Good Project Lesson Plans. Incorporating real-world dilemmas, reflective activities, and guided conversations about ethical challenges, responsibilities, and values, these materials are designed to support students to develop the skills, understandings, and dispositions to effectively navigate their working lives. We are excited to explore the outcomes of our materials more systematically in our recently launched research project of the lesson plans, for which we are recruiting a passionate group of educators around the world.
Despite calls for the development of “21st century skills” necessary for success in a changing working world—one that includes technological advancements, political turmoil, and evolving work habits—few educational outlets allow students to grapple with this complexity and address their own opinions and beliefs as they relate to present and future work. Inviting this diverse group of educators to reflect on their own beliefs about work gave us the briefest insight into how they approach some of these challenges.
