ReimaginED Melbourne 2024
ReimaginED24
Conference Report
Setting the scene
What will it take for our systems of education to authentically transition to a focus on building the capacity of our young people to engage with complexity, embrace diversity, and develop compassionate, collaborative responses to real-world challenges?
The 2024 ReimaginED conference was set against a backdrop of world events and global challenges that are dramatically reshaping the experiences of young people. In a time marked by climate crisis, growing inequality, rising armed conflict, assaults on democracy, and the rapid pace of technological disruption, the need for a reimagined approach to education has never seemed more important. The conference was convened as dominant public narratives around education remain focused on economistic, competitive, and extractive models that seem ill-suited to the task of preparing young people to address the complex, interconnected issues being faced by communities around the globe. Against this backdrop, ReimaginED24 brought together over 280 participants from across Australia and the world to share stories of hope, challenge the status quo, and collectively explore the emerging futures for education. Through conversation, collaboration, and shared experience, the event provided a space for participants to draw inspiration from innovative case studies of practice, imagine what might be, build a sense of community, and craft new narratives for systems change. This report captures the spirit of those conversations and the momentum for action that emerged from this year’s gathering.
Friday 8 November
Acknowledgement of Country and Welcome - David Baker and Lionel Launch
This year’s conference opened with a welcome to Woodleigh School from Principal David Baker. It was followed by an Acknowledgement of Country from Lionel Lauch, providing participants with the opportunity to show respect for the Bunurong, Boon Wurung people, the Traditional Owners of the land on which the event is held and their ongoing connection to Country. As part of the ceremony, Lionel shared his incredible knowledge of the medicinal properties of native plants and how local Aboriginal communities have made use of them as natural medicines for tens of thousands of years. His stories offered participants the opportunity to make connections to place and consider the interdependent nature of the well-being of individuals, communities, and the environment. While introducing one of the themes that would be explored further in the days ahead, the opening also served an important role in community building, contributing to a sense of belonging and cohesion that is essential for a participative event like ReimaginED.
Conference Opening - Dave Secomb and Dr Richard Owens
The conference started with a reflection from Dr Richard Owens on the prevailing narratives for education - that significant systems change is impossible, that there are no viable alternative models, that a new technology will fix everything, and that there is only one possible future. In framing the proceedings to come, he explored the ways in which storytelling can be used for meaning making and systems change, inviting participants to share their stories with each other and challenging them to help co-create new narratives for education that are holistic, collective, and regenerative. Dave Secomb asked participants to reflect on how they were showing up for this work, highlighting the ways in which our emotions and feelings influence our behaviour, the quality of our interactions, and the practical outcomes that emerge from our engagement with others. He also introduced a shared set of tools and practices to support reflection, dialogue, and collaboration across the two days drawn from the Compassionate Systems Framework and Theory U.
Student Provocation - Danny Adams-Heitz
The opening provocation at ReimaginED Melbourne is always delivered by a young person, as a way of highlighting the most important voice in our schools and to provide participants with a shared reference point for dialogue throughout the conference. In his speech, Danny Adams-Heitz, addressed the decline of traditional communities like churches and local clubs, the disengagement of young people with these structures, and how this shift contributed to feelings of loneliness. He argued that schools should create a strong sense of community and teach young people how to build and foster their own communities. Danny also highlighted the rising importance of global citizenship, calling for a balance between global awareness and local action. In closing, he critiqued the superficiality of social media-driven identities and advocated for more meaningful approaches to self-development in education, with a belief that schools play a vital role in helping students feel more connected to themselves, others, and the places were they live.
Living Systems Change for Human and Planetary Flourishing - Dr Mette Boell
In the second provocation of the conference, Dr Mette Boell reflected on the learning that has emerged from the past decade of research through the Center for Systems Awareness into systems change, in collaboration with thousands of teachers, students, school administrators, and system leaders around the world. Mette explored the theory that most systems change efforts fail due to a lack of attention to the inner world of humans and how our emotions and feelings influence our thinking, actions, and interactions with each other. She presented the concept of living systems change and the research she is leading into how we might adapt our ways of showing up, thinking, and feeling in order for the systems we inhabit to change and better serve human and planetary flourishing. Mette finished by acknowledging that this work cannot be carried forward by educators alone and shared the emerging concept of good ancestor cities - communities that prioritise long-term well-being and sustainability, and where the actions of all of their members lay the foundation for future generations to thrive.
Breakout Sessions
The first round of breakout sessions explored a range of innovative approaches to education for sustainability, regenerative learning, and service learning. Several workshops highlighted the importance of experiential learning for nurturing the cognitive and affective development of young people, including discussion about how we might further integrate these approaches within our schools. Another central theme was the cultivation of learner agency, with two student-led workshops illustrating what is possible when we support the meaningful, reflective, and sustained engagement of young people with real-world issues through collaboration and community engagement. There was a strong emphasis in the breakout round on the need to adapting our approaches for teaching and learning to meet help young people meet the challenges of a living in a rapidly changing world, with a central focus on supporting students to take ownership of their learning, engage in deep collaboration, and contribute meaningfully to their communities.
Breakout Sessions
The second round of breakout sessions focused on educational approaches that prioritise holistic learning, wellbeing, and community engagement. Key themes included the importance of a focus on student and staff wellbeing in creating thriving school environments and the power of place-based learning for helping young people to engage with diverse perspectives and develop a deeper understanding of local issues. One highlight of the round was the opportunity to tour Woodleigh’s new Futures Studio, a carbon-sequestering, plant-based ecosystem building that cleans the air, creates a habitat for indigenous butterflies and bees, and provides the home to the school’s new Regenerative Futures Program. Another high point was the chance to see Jessamy Gee, the conference’s graphic recorder, step away from the main room and run an engaging, laughter-filled session on developing visual thinking practices to support analysis, deeper understanding, and better communication.
The Rights and Responsibilities of the Indigenous Learner - Hayley McQuire
In her provocation, Hayley McGuire explored the role and responsibilities of Indigenous learners, emphasising the importance of cultural identity and a connection to land in shaping their educational experiences. She articulated the challenges that Indigenous students face in being carriers of their communities' knowledge and traditions, playing a role in the preservation and revitalisation of their cultural heritage, while also having to navigate the complexities of the mainstream education system. Hayley called on all educators to support Indigenous students in embracing their dual roles as knowledge-bearers and knowledge-seekers, with the aim of fostering a deeper understanding of Indigenous worldviews, resilience, and leadership in the classroom and community. A highlight of the provocation was Hayley’s sharing of the National Indigenous Youth Education Coalition’s Agency Model and her insights into the progress being made towards self-determination and the development of an education system that is designed by and for indigenous learners.
Designing Regenerative Learning - Daniel Christian Wahl
The final provocation of the first day began with Daniel Christian Wahl sharing a reflection on his personal learning journey, from an early interest in marine science to his PhD studies in regenerative design and his current work with the Executive Masters: Regenerative Systems at ETH Zürich. During the session, Daniel explored the existential threat being posed by converging crises in the world and the case for a regenerative approach to learning that reconnects us with the world around us and each other to support the healing of people, places, and the planet. He challenged participants to explore the question, ‘To what extent, should education be about enculturation, the continuity of shared cultural context, or learning to question the status quo, innovation, and learning to adapt to a changing world?’, prompting deep thinking and lively discussion about the relevance and suitability of our education systems. Daniel concluded the session by asking participants to consider how we might educate for flexibility, adaptability, and collaboration, for the ability to sit together as communities and ask what’s next in the face of the complex challenges being faced globally.
Performance - Makepisi
The final session of the day was a performance by the group Makepisi, featuring powerful rhythms and thought-provoking lyrics that addressed themes of community, resilience, and social justice. Through their music, the group emphasised the importance of unity and collective strength, often singing about the challenges faced by marginalised communities and the transformative power of solidarity. Their songs also explored connections to ancestral heritage, celebrating the wisdom and traditions passed down through generations. At the end of a busy day, the performance provided participants with an opportunity to relax into a shared experience of being in community, with a chance to join together in song, and be uplifted by the group’s powerful voices and messages.
Conference Reception
The first day concluded with the conference reception, offering participants a chance to catch up with old friends, meet new colleagues, enjoy fine food and drinks, groove along to a performance from one of Woodleigh’s student bands, have fun, and reflect upon proceedings.
Saturday 9 November
Turning Systemness on its Head - Professor Michael Fullan
In the opening provocation on day two, Professor Michael Fullan began his presentation by reflecting on the failure of large-scale, top-down reform in education. He examined the limitations of the approach, the disconnect of systems leaders from the reality of what is happening in classrooms and schools, and the imperative to change how we approach leading change. Fullan argued that we needed to turn the system upside down and focus on building a base of innovative and effective learning in schools that is aligned with the needs and aspirations of their communities and then mobilise middle level system leaders to support and sustain the work. He finished the session by advocating for cohesive, system-wide approaches that valued lateral and vertical learning cultures in service to supporting the work of students and teachers as co-pilots and co-learners in the classroom.
Breakout Sessions
The third round of breakout sessions at the conference covered a broad range of topics, from leading systems change at the regional and national level to self-regulated learning, systems thinking and social-emotional learning in the language and literature classroom, and the role of conversation in enhancing personal and professional wellbeing. A focus on the role of compassion and emotional literacy in supporting resilience and adaptability was shared across a number of sessions. One highlight of the round was the sharing of research from the Harvard Graduate School of Education exploring the effects of climate change on the mental and physical wellbeing of young people, and the role that a dispositional approach to enabling individuals and communities to generate and regenerate hope in the face of adversity can play in helping to address this issue. Another unique session shared the story of work underway with the development of education in remote Papua New Guinea, providing insight into the transformative nature of quality education in communities with limited access to resources, and a chance to explore the impact of past colonial models of education.
Circular Economy - Hamish Curry and Tara Merks
A short plenary session on the final day provided the opportunity to share insights and ideas developed in a set of workshops on the first day of the conference that explored how the concept of the circular economy can be integrated within the curriculum and school community. The session included input from participants who reflected upon the areas for action and improvement they identified in relation to their school context.
Performance - Akasa, with Kankawa Nagarra
The final performance at ReimaginED24 was from the group Akasa and featured a captivating blend of soulful rhythms, intricate melodies, and powerful storytelling. The performance combined elements of folk music and contemporary sounds from around the world, with their songs exploring the journey of overcoming adversity, fostering collective healing, and celebrating the strength found in community. For their finale, the group invited up Kankawa Nagarra, a musician, Bunuba, Walmatjarri and Gooniyandi Elder, and speaker at the conference, for an energetic and memorable rendition of one of her blues songs. The performance resonated with the conference's themes of regeneration and transformation, encouraging listeners to consider the importance of emotional wellbeing, the interconnectedness of all people, and the need to cultivate positive change through personal and collective action.
Breakout Sessions
The final round of breakout sessions at ReimaginED covered a wide array of topics, from innovative approaches to the integration of digital technology in education, to leading for creative thinking, and the many forms of learner agency in the middle years. Several sessions focused on enhancing educators' capabilities to address critical social issues, such as sexual safety and emotional wellbeing, via programs that help empower teachers with the skills to support vulnerable students. Some highlights included an exploration of systemic wellbeing from Mette Boell and Andrea Downie, and the sharing of findings from a national youth-led action research project exploring the impact and value of broader recognition of learning. The breakout round also featured a presentation on the innovative Biomimicry for Regenerative Design Lab being developed at the Green School Bali, focused on cultivating ecosystems thinking and the ability to respond to local problems and predicaments in ways that create the conditions for life.
The Emerging Futures for Education - Cameron Paterson, Doline Ndorimana, Andrea Downie, and Professor Chris Speed
The concluding session at the conference revisited the focus of the opening address on storytelling and the role it can play in shaping the futures of education. The session featured a series of personal reflections from the panel of Doline Ndorimana, Andrea Downie, Cameron Paterson, and Professor Chris Speed. Together, they explored a range of thought provoking themes and ideas, including teaching as a subversive and creative act, the power of leaning-in to vulnerability when leading others, the need to move from an age of hyper-individualism to reconnect as social beings, and the imperative of a transformative shift to a focus on regenerative futures in education. The session included an opportunity for participants to reflect upon the stories they might tell of their learning across the past two days of the conferences, including a consideration of key ideas, shared aspirations, and the types of action they can take to make an impact locally and globally.
Reflections
The provocations and breakout sessions at ReimaginED Melbourne were designed to support deep dialogue and collaboration on the emerging futures for education. While the ensuing discourse was diverse and wide-ranging, a reflection on some important themes and ideas from this year’s conference is included below.
Regenerative Learning
A key concept that emerged from this year’s conference was Regenerative Learning - a natural process that helps us to deeply connect with the world around us and each other to support the healing of people, places, and the planet. Through multiple sessions, participants explored how this is approached in schools that integrate living systems theory, social-emotional development, and place-based methodologies to create active learning experiences focused on restoring health, balance, and resilience. The sessions provided insight into how we might support personal growth, community building, and the renewal of the environment, while helping to create new pathways to address the complex global challenges we face. Importantly, the conference also created opportunities to explore how we might nurture the creation of spaces where students, teachers, and communities can collaborate on the implementation of this model and contribute to the flourishing of people and the planet.
Systemic Wellbeing
A major theme at ReimaginED was the power of systemic approaches to wellbeing. Drawing on research into the fields of systems thinking, mindfulness, social-emotional learning, and dialogue, participants explored how wellbeing is interconnected at every level of our school communities, with individual wellbeing influencing and being influenced by the collective, and both being shaped by the broader environmental and social systems in which they exist. Sessions emphasised the importance of embedding wellbeing into the culture and structures of schools, recognising that emotional resilience, empathy, and growth are nurtured not only through individual effort but through the relationships, shared practices, and policies that define the school environment. There was also an acknowledgement that educators could not sustain this work in isolation and of the need for all stakeholders to come together and take on collective responsibility for ensuring the flourishing of our communities.
Students as co-pilots
The concept of learner agency explored at the conference extended beyond amplifying student voice to encompass practices that give students ownership over what, when, how, and why they learn. The spotlight sessions at the conference examined what this deeper form of agency looks like in practice in schools around the world, illustrating what is possible when young people can play an authentic role in shaping their learning experiences, from co-designing curriculum to creating independent projects and influencing assessment processes. Michael Fullan’s provocation prompted further thinking on the concept of learner agency and how it might be placed at the heart of new approaches to systems change in education. While learner agency has been a recurring focus at ReimaginED over the years, it was interesting to note an increased focus on the importance of students taking on active roles as agents of change within their educational communities.
Finding the places in between
ReimaginED illustrated the importance of creating shared spaces where different ways of knowing can come together in ways that respect their unique foundations, while also fostering the emergence of new understandings. Workshops at the conference explored indigenous knowledge, with its deep connections to land, culture, and community alongside sessions focused on western notions of systems thinking and complexity science. This integration opened a space for dialogue around new, transformative ways to make sense of the world. By honouring and weaving together these different ways of knowing, the conference illuminated ways by which educators can create learning environments that are not only more relevant and culturally responsive but also better equipped to foster the kind of creative, systems-thinking needed to address the complex challenges of the modern world.
Storytelling
ReimaginED24 invited participants to engage with storytelling as a shared practice for meaning making and systems change. By highlighting diverse voices, the stories that were told across the two days provided opportunities for empathy and insight into the different perspectives and experiences of people in our schools and systems. The communal nature of storytelling enabled participants to become part of a global community of innovative practitioners and collectively make sense of what is and what might be for the learning of young people in our education systems. Most importantly, the conference created a space for participants to immerse themselves in new narratives that can nurture transformational change in their local settings and around the world.
Acknowledgements
My sincere gratitude to the incredible people who provided this year’s provocations: Danny Adams-Heitz, Dr Mette Boell, Hayley McQuire, Daniel Christian Wahl, and Professor Michael Fullan. I would also like to extend my thanks to the extraordinary collection of speakers and performers who contributed so much to the success of the conference, and to the amazing Woodleigh staff who work tirelessly behind the scenes to manage the event. Special appreciation is extended to brilliant Dave Secomb and Jessamy Gee for helping to guide folks through the two day and facilitate deep reflection, conversation, and learning - you’re the best. Finally, a big thank-you to the participants for their involvement and engagement, as the ultimate purpose for ReimaginED is to create a space for deep learning and collaboration focused on how we can better serve the needs and aspirations of our young people.
