We argue that the theoretical concept of “symmetry” is powerful in educational contexts seeking transformative pedagogical change, though it is complex to apply in real-world practice. We draw from our experiences collaborating with professional learning communities (PLCs) in a centralized school network in Latin America to spotlight three “dimensions of complexity,” with implications for the fields of professional capital and community.
Based on a collaborative, design-based research study, this paper draws from classroom observations, pre- and post-surveys and semi-structured interviews with educators and administrators across the school network. Building on prior work by our research team, thematic analysis of these data was used to consider how the concepts of symmetry and professional capital and community played out in the lived experiences of educators collectively pursuing change.
The study highlights three overlapping dimensions of complexity in pursuing symmetry through PLCs: ones related to organizational structures, professional learning and individual identities and experiences. It also points to the centrality of professional capital and community, in this case built through PLCs, in the change process.
As researchers, we had the rare opportunity to work with participants at all levels of a school network pursuing pedagogical change over four years. We offer a bird's-eye view of the complexity involved in striving for symmetry and a framework for reflection that could be useful in other school change contexts.
