Creating Promising Futures Through Social Construction
Organizational Consultant and Education Specialist Author and Serial Editor at The Danish Psychological Publisher
Sct. Lawrence Street 17 6760 Ribe, Denmark
Email: [email protected]
Gro Emmertsen Lund is an independent organizational consultant and education specialist. She is working with organizational development, leadership development and cultural change processes. She is also lecturing in social constructionist training programs for leaders, consultants and other professionals, as well as supervising managers.
As a published author and serial editor at The Danish Psychological Publisher, she has put social constructionist theories and approaches into practice in educational and organizational contexts; writing about social constructionist practices, school development, inclusionary and restorative practices, evaluation in a social constructionist perspective, cultural change processes, and work community processes.
As a writer, researcher and practitioner working at the interface of learning psychology, organizational development and educational improvement, she brings social constructionism as the philosophical background of her work into action, working with systemic, appreciative, narrative and CMM-approaches.
Gro Emmertsen Lund is a graduate of the Taos PhD program at Twente University, Faculty of Social Sciences, in the Netherlands. Her dissertation questions whether or not our traditions of dealing with interactive troubles in schools are continuing to serve us well. Her research is a study of how exclusionary processes evolve as a result of dealing with interactive troubles, whereby all kinds of families may eventually be excluded from schools. The study begins by outlining the problem of inclusion in general and providing an overview of the Danish school context specifically. Further, it explores the kinds of thinking and communication micro-processes that school professionals use with students and parents, and focuses on how certain kinds of interactions produce and reproduce deficit-positions. Thus, it aims to go beyond traditional reproduction theory and make visible the micro-processes in interactions that marginalize, stigmatize and mute voices otherwise entitled to speak. Through analyzing eight short stories of exclusionary processes, six steps in an exclusionary spiral are identified. Findings suggest that problem-, individual- and deficit- based conversations create exclusionary processes from interactive troubles. These conversations are developed within the general philosophical framework of modernist thought and especially within deficit discourse, and can lead to middle class families being excluded from schools. Basic assumptions of the problem-solving method are identified and these foundational concepts are critiqued by pointing to the negative constitutive effects they have on relationships and options for action. Further, they fail to take account of the moral purpose of schooling, if we think of this purpose as creating the conditions for the becoming somebody of students. The analysis avoids constructing people as determined within discourse and supports a conceptualization of personal agency as achieved through response to how a student or a family is positioned. Thereby it establishes claims for relational, resource and resolution thinking as practices that address the problems of interactive troubles instead of blaming individuals. The analysis of what could be different makes further visible the problems found in current practices, and enables a theoretically robust account to be given of an alternative practice.
You can download her dissertation from this website.
As a Taos Associate Gro has co-organized the international social constructionist conference at the Faroe Islands together with Gitte Klein: www.faroeconference.com
From august 2018 Gro will serve the Taos Institute as a Faculty Advisor: https://www.taosinstitute.net/phd-program-faculty
Gro holds a bachelor of teaching from University College of Southern Denmark and a Master´s degree in Evaluation from University of Southern Denmark with Professor Peter Dahler-Larsen as her supervisor. She has published several articles on evaluation in a social constructionist perspective, focusing on dialogic and ethical practices in organizational evaluations, as well as articles on stress management in a social constructionist perspective and relational collaboration in pedagogical institutions. Gro has published the book; Socialkonstruktionisme i organisationer – Kort fortalt (2015) and co-authored the books; Relationsudvikling i skolen (2014) and Kulturudvikling i skolen (2016) together with Gitte Haslebo. Currently Gro is working on several other book projects both as a serial editor on the serial Relational Pedagogics from Danish Psychological Publisher and as a writer.