Some years ago Nigel Ecclesfield and I wrote a paper on what we described as an “emerging craft professionalism”. We were characterising how we saw the process whereby some teachers were using new technology positively. We had seen many good examples in our EMFFE project & we were to find many more in our future project Digital Practitioner.
We were also interested in how, in education, young professionals might “own” their craft profession. Craft Professionalism is not recognised by either Trade Unions or professional bodies, or standards agencies nor, in Education, by OFSTED.
From other work we think a key way of engaging people in creating new futures is through a process we call organisational Architectures of Participation (AoP). However without an understanding of their own craft professionalism any (worker) is excluded from engaging in designing their own future.
What we wish to do here is to both
- Document a history of craft Professionalism (particularly as it emerged in the Welfare State in the U.K. post-WWW2).
- Discuss how craft professionalism is needed to build a digital economy that is not a “gig economy” ( A gig economy is one where the benefits go to the owners of platforms who use technology to deskill workers & own the outputs. Run by digital robber barons)