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Inquiry: Just Imagine! Imagination is the store of human possibility (Huebner) Julie Machnaik, ECS210, Oct. 2012.

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Presentation on theme: "Inquiry: Just Imagine! Imagination is the store of human possibility (Huebner) Julie Machnaik, ECS210, Oct. 2012."— Presentation transcript:

1 Inquiry: Just Imagine! Imagination is the store of human possibility (Huebner) Julie Machnaik, ECS210, Oct. 2012

2 Interconnectedness of Self Place, Language, Pedagogy What do we see/not see and through what lens? What do we hear/not hear and in what key? Look at the presence/ absence, View the interplay of knowing, What is being communicated and in whose language? View with imagination… Look at the foreground, Background, middle ground. Face the inbetween. See the possibilities… J. Machnaik, 2009

3 “We cannot understand schools today without a look at what they were yesterday.” Becoming a Teacher, 2012, p. 60 What were the ‘places’ of schooling like long ago?

4 Essential characteristics of the teacher: instructional efficiency technical knowledge and skills (with well thought out lesson plans) physical efficiency (all teachers should be beautiful with no physical abnormalities or weaknesses) efficiency in control (because disorder means idleness and good discipline is the foundation of moral training) social quality (to know how to act and who to socialize with in the community) professional spirit and enthusiasm high personal character mechanical proficiency where the "ability to stand at the blackboard and impress instruction by illustrative drawing is always a source of power in the teacher” Normal School, School Management (1912) textbook

5 Teachers as Learned Practitioner Learn about students, the what and how to teach. Blend theory & practice but little anti-oppressive methods that focus on differences, equity, power and oppression. Problematic: only certain insights possible and others impossible- only certain ways of knowing students privileged Need to trouble, disrupt knowledge, see what different insights, identities, practices & changes it makes possible while critically examining that knowledge to see what insights it closes off. Need to teach the contradictions, the gaps, the partialities.

6 Teacher as Researcher Need to be lifelong learners, reflect on own teaching practices, self- reflecting on readings/discussions, research projects, working to bridge theory to practice. Learning to teach involves reflecting on, raising own questions and doing research. Problematic: Doing research does not in itself promise anti- oppressive change. Need to look at what we have already learned (and desire continuing to learn as it is comfortable) and what we desire to not learn (where we feel discomfort). Need to ask…what do our students desire learning, how do we desire teaching, and how do these desires make anti-oppressive changes difficult? Teacher research needs to examine teachers’ desires for only certain things and resistances to others.

7 Teacher as Professional Learning to teach characterized as an entry into a profession; clear certification expectations with relevant components of program, knowledge, skills, and perspectives valued in society. Problematic: some in society prescribe ahead of time what all teachers need to know and do and be in order to be “good” teachers; may insist on only certain knowledge and do not encourage troubling knowledge and looking beyond. Need: to problematize any effort to predetermine what it means to be a “good” teacher; commonsensical definitions of good teaching are often complicit with different forms of oppression just as “progressive” definitions of good teaching are partial and contradictory and are always in need of rethought.

8 New Landscape Context is the window of understanding…

9 Northern Experiences in Nunavut

10 “An example of what the future may hold is Piqqusilirivvik, “a place that has those things important to us”...”where classrooms are called learning studios.” Becoming a Teacher, 2012, p. 83 Clyde River, Nunavut

11 Clyde River

12 So what would this LOOK like? Photo Gallery

13 Inukshuk in Pangnirtung, Nunavut (or Pang, also ) Inquiry Minds to Guide Our Journey

14 Huebner’s Messages: We must surpass technical foundations of education We require historical awareness of: where we once were sensitivity to present problems, resistances and binds and openness to future possibilities Dwayne E. Huebner’s ( ) Philosopher of education and curriculum theorist

15 Poses Questions: What are/should be the purposes of education? Who does/should control education? What do/should children learn? What relationship do/should schools play with respect to society and justice? Paulo Freire ( ) Critical Pedagogy Shortly before his death, Paulo Freire is reported to have said: “I could never think of education without love and that is why I think I am an educator, first of all because I feel love.”

16 Maxine Greene Experiential learning Imagination Arts Making meaning Making sense of the world Ask questions, take action Inside the Academy: Maxine Greene (Maxine Greene, ) Educational philosopher, author, social activist and teacher Releasing the Imagination (1995) by Maxine Greene Essays on Education, the Arts, and Social Change “We can't separate imagination from the ethical, the political, the social...it is our opening to what is not yet, what might be, new possibilities...“

17 Nel Noddings Known for her work in philosophy of education, educational theory, and ethics of care. Makes distinction between natural caring and ethical caring Educating the ‘whole’ child Centred around happiness Build community of learners Books: The Challenge to Care in Schools (1992) Happiness & Education (2003) Educating Citizens for Global Awareness (2005) Critical Lessons: What Our Schools Should Teach. (2006) (1929- ) American feminist, educationalist & philosopher Nel Noddings YouTube

18 John Dewey Truth as process of discovery Education and learning are social & interactive Hands-on, experiential learning School is a social institution where social reform can and should take place Project Based Learning (PBL) students as active researchers...“Learning is doing” “We need to prepare our students for their future, not our present or our past” “Give students something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results!” John Dewey: His Life and WorkHis Life and Work (1859 – 1952) Father of Progressive Education

19 Reflections...Revisit…Rethink…Respond How do school experiences shape what we believe? What do life stories have to tell us about who we are today and who we may become as ‘teacher’? What do we believe about teaching and learning? What is YOUR story?

20 Common sense is not what should shape curriculum design; it is what needs to be examined and challenged. Common sense often makes it easy to continue teaching and learning in ways that allow the oppressions already in play to continue to play out unchallenged in our schools and society. Kumashiro, K. (2009). Against Common Sense, p. xxxvii

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26 Project-Based/Problem-based Learning (PBL) Project-based learning emphasizes learning activities that are long-term, interdisciplinary, student-centered, and integrated with real world issues and practices. Inquiry…Inquiry…Inquiry…Inquiry Problem-based learning actively engages the student in constructing knowledge. PBL includes real-world problems that can be solved in many different ways and have more than one solution.

27 So…what are the possibilities of Inquiry Learning? Just Imagine!

28 Student Action Projects Prepares students to Identify and carry out solutions to problems in their school, community or beyond Learn through thoughtful, positive, responsible action Critically reflect Inquiry…Inquiry…Inquiry…Inquiry

29 Kumashiro urges us to… Transform schools into spaces where all students will be safe, addressed, and affirmed Create spaces within schools where students can go for help, support, advocacy, and resources Change the knowledge that all students have about people who are labeled ‘different’ Broaden students’ understanding of differences and different groups of people by integrating into the curriculum a richer diversity of experiences, perspectives & materials. Kumashiro, K. (2009). Against Common Sense, p. xxxvii

30 Inukshuk means “likeness of a person” in Inuktitut Signposts left by fellow travelers Guide for new travelers & provides direction in unknown territory Respects the ‘place’ and honours all who journey “An anti-oppressive teacher is not something that someone is. Rather, it is something that someone is always becoming.” Kumashiro, K. (2009). Against Common Sense, p. 15 “I have a long way to go. But I’m on my way.” Salas, K.D. (2010)Time to Learn, The New Teacher Book


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