2005-06 Reconciliation: A Process of Human Balance - SPRING 2006
In past NAS classes we have seen the following happened either because faculty suggested or because students brought them in to class. They are written here only for guidance/information. Current NAS students have sent us their ideas about a program overview and their own ideas/concepts/understandings of key terms like: community interaction, community building, student-centered classroom environment, empowering students, libratory education, oppression, freedom, learning, teaching, basic needs, and what would they say about the program's theme:  Reconciliation: A Process of Human Balance
This page is REALLY being built, with your input we will have a version in progress at the end of every quarter. To help you plan for your weekly work you may want to use the TESC Campus Calendar

TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
Week 1
Email Raul to
set up your
presentation date.
04 APR First Class
1:00-5:00 Cedar Room Longhouse
05
06
1:00-5:00 Cedar Rm Longhouse
Book Seminar
Lauren Kemple's presentation
Governance or
Faculty Seminar
07
08 First Class
The saturday Reconciliation/Contracts
"Theory to Praxis" group will not meet
on April 8th.  Instead read below this
table please.

Week 2
11
1:00-5:00 Cedar Room
Longhouse

12

13
1:00-5:00 Cedar Rm Longhouse LC
14
Faculty
Business
15
Week 3
18
1:00-5:00 Cedar Room
Longhouse

19
20
1:00-5:00 Cedar Rm Longhouse LC
21
22
10AM-3PM Lab I Room 1057
The saturday Reconciliation/Contracts
"Theory to Praxis" group

Week 4
25
1:00-5:00 Cedar Room
Longhouse

26
27
1:00-5:00 Cedar Rm Longhouse LC
Web X, program's list
28
29
Week 5
Project
Presentations
2nd. MAY
1:00-5:00 Cedar Room
Longhouse

03
04
1:00-5:00 Cedar Rm Longhouse LC
05
Faculty
Business

06  10AM-3PM Lab I Room 1057
The saturday Reconciliation/Contracts
"Theory to Praxis" group

Week 6
Project
presentations

09
1:00-5:00 Cedar Room
Longhouse

10
11
1:00-5:00 Cedar Room Longhouse LC
Kealani Kiesling
12
13
Week 7
Project
presentations

16
1:00-5:00 Cedar Room
Longhouse

17
18
1:00-5:00 Cedar Room Longhouse LC
19
20  10AM-3PM Lab I Room 1057
The saturday Reconciliation/Contracts
"Theory to Praxis" group

Week 8
Project
presentations


23
1:00-5:00 Cedar Room
Longhouse
Peru Group
24
25
1:00-5:00 Cedar Room Longhouse LC
26
27
Week 09
Project
presentations
30
1:00-5:00 Cedar Room
Longhouse

31
1st.JUN
1:00-5:00 Cedar Room Longhouse LC
02
03  10AM-3PM Lab I Room 1057
The saturday Reconciliation/Contracts
"Theory to Praxis" group

Week 10
Project
presentations

06
1:00-5:00 Cedar Room
Longhouse

07
08
ONLY 5 late presentations
4:00 pm last late presentation
09
10
Week 11
Evaluation Week
13
1:00-5:00 Cedar Room
Longhouse

14
15
1:00-5:00 Cedar Room Longhouse LC
16
17

The saturday Reconciliation/Contracts "Theory to Praxis" group will not meet on April 8th.  Instead, choose from the following options:

*UW Native American Film Festival (attend 1 day or the whole event) April 6-8 at the Ethnic Cultural Center).  The poster was sent by email to you last week.

*Voicing Tribal Women featuring Diane E Benson "The Story of Elizabeth Peratrovich & Alaskan Civil Rights" TESC Longhouse, free admission, 6-9 pm on friday, April 7th

*Sweet Honey In the Rock - concert April 7th at 8:00 p.m. at the Paramount, Seattle.  Ticketmaster 206-628-0888 (benefits Newspapers in Education project)

*Dr. Cornel West Speaks, Saturday, April 8th at 7:00 p.m. at TESC College Recreation Center  $15.00 in advance at Rainy Day Records or $20.00 at the door.  Students with ID $7.00 in advance and $10.00 at the door.

*April 8th is also "Uncle Phil's Pow-wow" at Tacoma Community College.  (I'll get the particulars to you soon.)

We will meet on April 22nd and report on our findings.  The spring quarter schedule also includes:  May 6th, May 20th, and June 3rd.

Students who have concluded their studies and have petitioned to graduate are invited to attend our June 3rd class because we want to send you outta here in style!!!  (Let me know if you can attend this gathering in the morning for breakfast and a short ceremony.  Stay for the full workshop if possible!)

As I mentioned to one of you in an earlier email - "I'm sorry we didn't get to decide about this saturday and class.  I've had more people say it would have been good for closure...to talk about our quarter, say good-by in a formal way, have a few good belly laughs, and talk about our plans for spring quarter.  Well, thats one of the things that I learn is people really do mean it when they say - this is my family, my community, my haven!"

Yvonne


Reconciliation: A Process of Human Balance 

Spring 2006 - "Reconciliation with the self - awareness of reality, then self-awareness, then praxis and concientizacao"

Thus, to briefly restate Freire's pedagogy of the oppressed,  he posits that a thematic investigation leads to awareness  of reality, then self-awareness, then praxis and concientizacao;  in sum, a starting point for the educational process grounded in cultural action of a liberating character. Freire sees this progression as equally beneficial when applied in a micro or  macro social realm. That is, just as an oppressed person can learn to be a Subject in his or her transformation of reality,  so can Third World nations learn to overcome the oppressive bonds of economic dependency. Yet this belief may be too simplistic in an age when the boundaries of a nation state are being erased by the globalization of economic activity. 
As the state weakens, how does this affect the list of entitlements, rights and responsibilities that are a society's agreed upon elements for defining citizenship? Certainly the varied conceptions of citizenship all have the shared quality of informing the meaning of humanity. For a non- citizen, a persona non grata, there is little doubt, except in the case of the very wealthy, that this status will have an invidious impact on that person's humanity: where to live, how to earn a living, who to associate with, etc. On this question of humanity, Freire is not specific about what he envisions, other than to say that our ontological vocation is to become more human. But herein is one larger question that Freire does not seem to answer clearly, but in so doing may leave us a way to redefine citizenship in the best interests of humanity. And for that matter,  I would say that a Pedagogy of the Oppressed is in the best interests of humanity.
(unknown author from the Internet)


We start this quarter with most students having internalized our program's philosophy and pedagogy. We also start with a few totally new students. The older students now have the unique opportunity to be on the faculty's shoes, how are they going to help their new colleagues to make the transition from where they are to the philosophy and pedagogy of our program?
Is it possible to teach Freire's ideas?
Is there a way to share what we know without being a missionary, a developer or a liberator?

"Expectations" of a Reconciliation student

Evergreen’s goal is to assist its students in developing personal strengths, abilities, and a sense of their own work in order to participate effectively and responsibly, individually and collaboratively in a diverse, complex world.

To that end, the Evergreen education, and the Reconciliation program is oriented around the Five Foci.
Using Bloom's Taxonomy, Reconciliation students can assess their own experience in our program on each of the five Evergreen foci.

Foci\Bloom's Taxonomy Knowledge Comprehension Application Analysis  Synthesis Evaluation
Interdisplinary learning - - - - - -
Collaboration - - - - - -
Personal engagement - - - - - -
Linking theory and practice - - - - - -
Learning accross significant differences - - - - - -

 
To fulfill our mission, our learning community will consistently provide opportunities that will make it possible for each of us to be able to:

 
                                              Curriculum\Bloom's Taxonomy  Knowledge Comprehension Application Analysis  Synthesis Evaluation
Define and assume responsibility for our own work - - - - - -
Participate collaboratively and responsibly in a diverse society - - - - - -
Communicate creatively and effectively - - - - - -
Demonstrate independent, critical thinking - - - - - -
Apply qualitative and quantitative modes of inquiry appropriately to practical and theoretical problems across disciplines, including the Arts and Sciences. - - - - - -
Demonstrate depth, breadth, and synthesis of learning and the ability to reflect on the personal and social significance of that learning - - - - - -
Using Bloom's Taxonomy, Reconciliation co-learners can assess their own experience in the program. 
*Adapted from General Education (Expectations of an Evergreen graduate) and from the HACOP Covenant.

 Raul Nakasone, Olympia, JAN'01

In past NAS programs, we have found several writings in topics like:
- ethnic autobiography
- family's history
- home town's history
- vision of the world, of education, of democracy, of social justice, of student's own life.

<>We learned there were several writing activities like:
-Writing letters to newspapers, for instance.
-Joining forums in the Internet,
-creating a Web crossing review of history,
-creating Web pages with new historical information about heroes,
-create and maintain forums in the Internet, etc.

-------------------------------------------------------------------------------------
The Evergreen Five Focii

The main purpose of a college is to promote student learning through: 

Interdisciplinary Study
Students learn to pull together ideas and concepts from many subject areas, which enables them to tackle real-world issues in all their complexity. 

Collaborative Learning
Students develop knowledge and skills through shared learning, rather than learning in isolation and in competition with others. 

Learning Across Significant Differences
Students learn to recognize, respect and bridge differences - critical skills in an increasingly diverse world.

Personal Engagement
Students develop their capacities to judge, speak and act on the basis of their own reasoned beliefs. 

Linking Theory with Practical Applications
Students understand abstract theories by applying them to projects and activities and by pulling them into practice in real-world situations.

Students are invited to write their own reflections on these five items and post them on web crossing for further discussion. This exercise has helped many new (to Evergreen) students learn to write self evaluations.
----------------------------------------------------------- 

Writing the final evaluations.
How will assessment be in a student-centered environment?
How are we going to write the final evaluations?

-------------------------------------------------------------