Espoused vs Enacted - How Language shapes our tamariki and mokopuna

Mahia te mahi, hei painga mo te iwi. Manaakitia te iwi, whangaingia te tangata.

Kia mau ki te aroha, me te rangimarie

Do the work, for the benefit of the people. Uplift and serve the people. Allow love and peace be our foundation

Princess Te Puea Herangi

I’ve  been reflecting on our last blog, which talked about how our language shapes our tamariki and mokopuna.  Recent events in Aotearoa New Zealand, particularly concerning Te Tiriti, have also been on my mind.  In both  education and in our own personal lives, we often say something or talk about something we believe in, and agree with, but do we always follow through with actions?  Do we always walk what we talk? 

This reflection led me to consider the terms “espoused” and “enacted” and their meanings.  These words or concepts, introduced by Argyris and Schön (1974), provide a framework for understanding the difference between what individuals or organisations say they believe (espoused theory) and what they actually do (enacted theory).

Espoused theory refers to the set of beliefs, values, and principles that we as individuals or organisations say publicly. It is the set of ideals that we claim to follow (Argyris and Schön, 1974). For example, I recently shared my understanding of Te Whare Tapa Whā (Durie, 1994) and how maintaining balance in all its parts is crucial for health. I specifically mentioned my intention to walk more to improve my physical well-being (tinana), even though I knew other responsibilities might prevent me from following through. Similarly, a company might claim to prioritise employee well-being or innovation without supporting these values in their strategic planning or mission statements.

In contrast, enacted theory is what happens in practice (Argyris and Schön, 1974). For me, it's reflected in my actions making sure my whānau has everything they need. Those looking from the outside might see my daily focus on my whānau rather than my own physical needs. Enacted theory is evident in our daily decisions, actions, and interactions.

As Resource Teachers: Learning and Behaviour (RTLB), we often talk about creating inclusive environments for neurodiverse students. But do we enact the values we espouse? If we could observe ourselves from an outsider's perspective, would we see our espoused values and beliefs in action?

The gap between espoused and enacted theory can be significant, with profound implications for our tamariki, especially the most vulnerable in education. When there's a disconnect between what we say and do, our neurodiverse tamariki may not have the opportunity to thrive. Closing the gap between espoused and enacted theory is essential to support our neurodiverse tamariki. Here are some suggestions to consider:

1. Reflect on our behaviours and those of the schools we support. Are our actions aligned with our intent?

2. Encourage and listen to honest feedback from those we support and work with.

3. Lead by example, modelling our espoused values.

4. Take responsibility and accountability when we fail to enact what we espouse.

5. Be honest with ourselves and others about times when we don't follow through with actions.

   
   

There are many sayings that talk about espoused and enacted values, such as "practise what you preach," "walk the talk," and "hīkoi a te kōrero." I particularly like the last one, especially as I'm writing this just days after our amazing "Hīkoi mō te Tiriti," where these people truly “walked the talk”.

References

Argyris, C., & Schön, D. A. (1974). Theory in practice: Increasing professional effectiveness

(1st ed.). San Francisco: Jossey-Bass Publishers.

Durie, M. (1994). Whaiora: Māori Health Development. Oxford University Press.