The authors integrate the classical elements – earth, air, water, and fire – within post-human perspectives to explore the multifaceted integration of Artificial Intelligence (AI) in educational contexts. A transdisciplinary approach invited a fertile dialogue among three academic experts from distinct fields of study, who then examined the transformative impact of AI in education: transcending traditional anthropocentric perspectives. In the ‘Earth’ metaphor, the narrative likens AI’s role to Earth’s stabilizing properties. It critically analyzes AI simulations in various disciplines, emphasizing AI’s support in fundamental learning and cognitive development, yet maintaining skepticism about its effects on embodied cognition and experiential learning. Addressing ‘Water’, the authors underscore the need for fluid, adaptable educational governance in response to AI integration. This element resonates with post-human ideas of fluidity and hybridity, urging educational systems to be responsive while expressing concerns about rapid technological changes and their wider implications, calling for thoughtful policy revisions. The focus in ‘Fire’ shifts to AI’s transformative effects on educational governance, intertwining ethical and data privacy issues. The authors critique the potential centralization of power of educational technology companies and the importance of preventing educational inequities and biases. Transitioning to ‘Air’, the focus is upon AI’s exponential impact on pedagogy, just as air facilitates communication. The authors examine AI’s potential for personalizing learning and enhancing interactive dynamics. Examining this element also highlights the importance of algorithmic transparency and the risks of diminishing human roles in education. Finally, the authors examine and interpret the United Nations’ Agenda 2030 through a post-human perspective, advocating for an educational governance model and framework that acknowledges the interplay between human, non-human, and technological entities, thereby emphasizing the need for transdisciplinary perspectives on AI in education to capture the Zeitgeist of the Fourth Industrial Revolution.
This conceptual paper examines how Invitational Education theory can inform inclusive educational policy and legislative reform. Focusing on both PK-12 and higher education systems in the United States and drawing on recent political shifts including the removal of DEI funding, reinterpretations of Title IX, and changes in federal aid structures, this paper highlights how legislative and accreditation processes can either support or undermine inclusive environments. It features a targeted analysis of legislative policy landscape and its alignment with national accreditation standards, revealing how state-level decisions reflect broader national tensions between compliance and inclusion. Cultural relevance insights from Roe’s previous qualitative case study of English Language Learners (2016) are integrated to illustrate the human cost of deficit-based policy approaches. Ultimately, this paper proposes a framework for policy grounded in Invitational Education to shift the narrative from remediation to systemic redesign.
Traditional teacher education programs have seen enrollment declines. Understanding teacher education can be a step towards improving the teacher preparation process. This study offers insights into teacher preparation from the perceptions of a teacher candidate and a teacher educator who met to reflect and discuss seminar activities. The research questions focused on perceptions of self and other, identity, and culture. The researchers applied Invitational Education foundations and elements such as the Perceptual Tradition and intentionality, care, optimism, respect, trust (I-CORT) in their mindful reflections and analyses. This qualitative study applied a grounded theory approach to construct a theory of teacher preparation for this particular case. The research questions examined the researchers’ perceptions of themselves and one another as well as their identities and cultures. Methods consisted of two semi-structured dual interviews whereby the teacher educator and the teacher candidate took turns serving as the interviewer and the interviewee. Interviews were transcribed and examined for patterns with the aid of an artificial intelligence (AI) transcription software program. Qualitative themes generated from the interview data consisted of connections and relationships, growth mindset, cultural aspects of identity, support, bias and stereotyping, diversity and equity, and reflection. The generated theory revealed the interconnectedness of the identified themes that suggests that to obtain a theory of teacher preparation, it is vital to focus on the perceptions of teacher candidates and teacher educators.
A Professional Learning Community (PLC) invites learning by doing and that process is optimized through intentional, caring, optimistic, respectful, and trustworthy (I-CORT) mindsets (Purkey & Novak, 2015; Anderson, 2021), which fosters a positive and supportive learning environment. A school having a PLC focusing on generative artificial intelligence (AI) policy development and best-practice curriculum integration can identify where additional support or training is needed. Generative AI-driven educational software is going to become more, not less, pervasive. So, educators need to be highly trained in effective implementation of evolving teaching and learning applications. Therefore, effective pedagogy involves more than telling a student to access an application. Teacher preparation programs and institutional policies should lead these professional development endeavors. Several suggestions, approaches, and models are provided herein to promote best practices that align Invitational Education (IE) theory, with utilization of AI.
Invitational Theory is rooted in three theoretical foundations, perceptual theory, self-concept theory, and a democratic ethos (Purkey, Novak, and Fretz, 2020). This essay addresses the third of these foundations, a Democratic Ethos. While perceptual theory and self-concept theory provide a relational foundation for invitational theory, it is the vision and practice of a democratic ethos that turns theory into reality, leading to the formation of an inviting culture where everybody matters and people learn to live together. In this essay the author seeks to re-introduce the Invitational community to this important theoretical foundation, which could profoundly and positively impact the enacting and application of invitational theory. The author reviews the invitational theory literature concerning a democratic ethos, and also draws on insights from a number of other theoretical voices. The essay concludes with an exploration of a number of potential implications and applications for the Invitational community.
Numerous studies have identified research to practice gap regarding teacher retention (Hagaman & Casey, 2018; Carver, 2003; CCSESA, 2016). In Minnesota, teacher retention is a concern as 51% of professional licensed teachers were not working as either a public or charter school teacher during the 2019-2020 school year. (PELSB, 2021). The objective of this study was to identify and address common themes that exist across multiple groups of educational professionals (pre-service teachers, in-service teachers, and administrators). In an effort to understand why half of the state’s fully licensed teachers have left the classroom and/or the field, this study analyzed responses of participants in Minnesota utilizing an Invitational Education Theory lens to inform preparation program content, alleviate the research to practice gap, and provide recommendations to help improve teacher retention rates.
Invitational Education and literature circles elevated learning in this longitudinal qualitative study as undergraduate teacher candidates collaborated on digital projects. Multimodal instruction promoted innovative collaboration to lift learning and success to new levels in a university methods course. Through an intentionally inviting environment, teacher candidates collaborated in literature circles, prepared multimodal digital projects, and conducted personalized learning experiences with students from third to fifth grade in a field experience. A variety of evidence-based literacy strategies and activities, including the LIFT strategy, extended their opportunities to prepare multimodal digital projects, conduct peer mentoring, and metacognitively reflect upon their learning. Results confirmed the study’s efficacy and alignment with the overarching goals, elements, and domains of Invitational Education theory and practice.
Advocates of Invitational Education theory and practice believe consistent application of an ICORT mindset upon an institution’s people, places, policies, programs, and processes (5Ps) can optimize and sustain success for all stakeholders. Given a professional learning community (PLC) is impacted by and also influences all of an institution’s 5Ps, this reflective essay describes the benefit of applying IE principles prior to implementation of a PLC seeking to sustain student success and school effectiveness.
The theme for the fall 2023 International Alliance for Invitational Education conference was, “Invitational Education: A Relationships-Based Framework for Healthy and Connected Schools.” Strong relationships are important. According to Purkey et al. (2016), “All the professional success in the universe will not make up for lack of success with significant others” (p. 31). As teachers, we are powerful role models for our students. They will learn to be personally inviting with others and build strong relationships by watching the way we are personally inviting and build strong relationships with others in the school and with them. We can use intentionality, care, optimism, respect, and trust as we are building these relationships (Purkey et al., 2020; Anderson, 2021).
Invitational Theory is rooted in three theoretical foundations, the perceptual tradition, self-concept theory, and a democratic ethos (Purkey, Novak, and Fretz, 2020). This essay focuses on the second of these foundations, Self-Concept Theory. Self-Concept Theory provides a theoretical foundation for understanding the nature and impact of each individual’s most fundamental perception, the perception of self, or their self- concept.In this essay the author seeks to re-introduce the Invitational community to this important theoretical foundation, which could profoundly and positively impact the enacting and application of invitational theory. All human behavior is fundamentally shaped by how the individual perceives themselves. The author begins by providing an overview of self-concept theory, exploring some of the central tenets and implications. The author then reviews the history of the development of the theory, followed by a summary of some of the theory’s foundational elements. The essay concludes with an exploration of several potential implications and applications for the Invitational community.
Invitational Education theory and metaphorical metacognition were synthesized in this longitudinal qualitative study as students explored the impact of experiential learning. During university literacy courses for pre-service teachers, multimodal instruction was used to augment the impact of metaphorical metacognition. Participants discussed their insights from designing book talks and digital stories in discovery circles to introduce their strategic literacy lesson plans. Through provision of an intentionally inviting environment pre-service teachers collaborated while preparing multimodal projects for personalized learning experiences with students from kindergarten to second grade and avatars representing students in this age range. Utilization of metaphorical metacognition to reflect upon class sessions and field experiences produced results confirming the study's efficacy and alignment with the overarching goals, elements, and domains of Invitational Education theory and practice.
Ethics are aspirational goals representing the maximum or ideal standards set by the profession, practiced through one's preofessional behavior and interactions (Remley & Herlihy, 2016). This study explored teachers' meaning making of ethical practice by delineating how participants deliberated and came to make sense of what, why, and how, they made educational decisions. Findings revealed a complex interplay characterized by 1) personal morality clashing with professional norms; 2) conflicts between individualized student benefits versus the lareger community's norms; and 3) student's short-term versus long-term development. Conclusions affirm the influence of intentional care and suggest meaning making may begin in an internalized space framed by the participant's personal sense of morality but then be mitigated by external organizational and societal pressures that both inform and challenge ethical choices and professional practices.
Invitational Theory is rooted in three theoretical foundations, the perceptual tradition, self-concept theory, and a democratic ethos (Purkey, Novak, and Fretz, 2020). This essay focuses in on the first of these foundations, which the author intentionally describes as perceptual theory. Perceptual theory provides a theoretical foundation for understanding and explaining human behaviour, and could provide very important insights into the offering and receiving of invitations. In this essay the author seeks to re-introduce the Invitational community to this important theoretical foundation, which could profoundly and positively impact the enacting and application of invitational theory. The author begins by providing an overview of perceptual theory, exploring some of the central tenets and implications. The author then reviews the history of the development of the theory, which the author believes has been overlooked and by-passed: not enough people know about perceptual theory. The author introduces a number of perceptual theory basics, which can be a helpful way of introducing the theory. The essay concludes with an exploration of a number of potential implications and applications for the Invitational community.
The pandemic's aftermath has shifted how institutions and their stakeholders seek to function in the "new normal." Marketing students are seeking flexibility in terms of the delivery of content. Like corporate marketers, marketing departments and faculties are challenged with seeking a solution that satisfies the needs of students, accrediting bodies, and provides rigor in terms of curriculum delivery no matter what modality is utilized or the number of students in the classroom. This paper introduces an innovative approach to teaching that seeks to maximize both the student's and educator's success in and out of the traditional classroom.
A mixed methods study analyzed responses from a target population of teacher- candidates based on completion of pre-and post-instructional surveys and reflective written responses. Results identified a relationship between the instructor's demonstrated intentionality, care, optimism, respect, and trust (I-CORT) to invite personal and professional development and the teacher-candidates' emotional intelligence subskills and embrace of an educational theory that promotes equity and social justice. Implications suggest educational leaders seeking to improve Educator Preparation Programs should ensure curriculum explicitly expects teacher-candidates are able to demonstrate high emotional intelligence skills, tenets of Invitational Education theory, and dispositions that promote equity and social justice.
Children from military families comprise nearly 4% of the entire school-age population of the United States. Of those children, approximately 90% attend public schools serving both military and nonmilitary student populations (Ruff and Keim, 2014). Previous literature established some understanding regarding this population's emotional and academic challenges (ie., Berg, 2008; Esqueda, Astor, and De Pedro 2012; Ruff et al., 2014; and Cole, 2016). However, there is limited empirical scholarship examining how to address the unique social-emotional needs of students from military families. Through an examination of ethical, servant, and democratic leadership approaches and invitational education theory, the purpose of this practice-based study was twofold: (a) to gain a comprehensive understanding of the social-emotional needs of children from military families attending public school systems that serve students from both military and nonmilitary families, and; (b) to discuss ways that educators could effectively respond to these unique social-emotional challenges by establishing an intentionally inviting school environment emphasizing the individual's opportunity for optimal growth. Overall, regardless if students were from military or nonmilitary families, educators within the participating public schools should be encouraged to nurture the various needs of all students, recognize their human potential, and optimally enhance the students' development
