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| Fall 2002
Respect for the Environment and for the Human Rights "awareness of reality |
Winter 2003
Respect for Indigenous Communities "awareness of reality, then self-awareness |
Spring 2003
Self respect "awareness of reality, then self-awareness, then praxis and concientizacao." |
| The Respect program is entirely
based in Freire's Pedagogy of the Oppressed. We practice Freire's pedagogy
and read his works to have a deeper understanding of what we are trying to
accomplish.
Peter Elbow, in his book
"Embracing Contraries" gives a summary of Paulo Freire's liberatory education.
Elbow makes the point well that while it is relatively
easy to claim a Freireian approach to teaching, it is much harder to actually
do it. He summarizes the main points as: 2) The subject (whatever the name of the course) must be the lives of the students, reflected back to the student as a problem or source of contradiction. 3) The goal must be not just to change the student but to work with the student to change the world. 4) The process must be rational and cognitive, rather than affective, involving critical thinking, problem-posing, looking for contradictions, and using metacognition. How do we work here trying to offer a liberatory education? Building a learning community
based on hospitality and trust. Studying TESC educational philosophy and our program. What brought you to Evergreen? Giving up our power in the classroom.Understanding the dynamics of power. Who holds the power in the classroom? Having our students study together with Native American students from the Reservation Based program. Learning together Freire's works on oppression and liberation. Reading to apply LEARNING/teaching
tools: Responding to the Four Questions to build the emerging curriculum. Doing a workshop on Bloom's Taxonomy; Critical Thinking, Richard Paul's work; Multiple Intelligences theory; Freire's Pedagogy, Building an understanding on Choice Theory; through group work, triad work, Study groups. Inviting students to create the Covenant, reading self-evaluations at TESC, using seminars, instructional strategies, rubrics, self-evaluations, workshops, films. Learning new Communication tools: web X Writing across the curriculum.
First week is dedicated to apply a writing strategy based on 5 steps:
Diagnose writing skills
using Web Crossing training: Suggested readings and
materials for the year (in progress): Intelligence Reframed-Gardner-0465026117
Not Required-30 copies The Spirit and the Flesh-Williams-0807046159
Other materials:
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What is an emerging curriculum?
How to use the TESC Campus Calendar to plan for your week's work. Weeks 1 and 2 - Suggested
individual work: 1- Review your answers
to the 4 questions and write up your plan for this quarter.
Suggested group work: 1- Organize your study
group. Suggested readings and
materials for the year (in progress): Intelligence Reframed-Gardner-0465026117
Not Required-30 copies The Spirit and the Flesh-Williams-0807046159
Students have conferences
with faculty team, in group or individually. Art and music in the program. Broad and Alien is the
World by Ciro Alegria Writing Center Hours:
LRC Goals and Training
Schedule are available upon request.
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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 large 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. (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 (to Respect) students. The older students now have the unique opportunity to be on David or Raul's shoes, how are they going to help their new colleagues tomake 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? ----------------------------------- Are participants ready to respond to questions like: Who am I? Why am I in this world? Where am I going? Am I free? What does it mean to be free? --------------------------------------------------------- What is our small world? How is our small world? How should our ideal small world be? What do I do to build our ideal small world? -------------------------------------------------------------
List of proyects and presentation
dates follow: Students will be working on their Independent Projects (writing and participating in class) Writing (suggested)
*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. For Spring schedule space in LC Room 1007B&C next to AV room. ------------------------------------------------------------------------------------- Interdisciplinary
Study Collaborative Learning Learning Across Significant
Differences Personal Engagement Linking Theory with
Practical Applications Students are invited to
write their own reflections on these five items and post them on web crossing
for further discussion. Writing the final evaluations. How are
we going to co-author the final evaluations? One proposal is to have 2 opportunities
to present our projects, the first one in the early weeks adding a Q/A session;
and the last one in the last weeks to show a finished straight presentation.
A second proposal is to have mid term conferences during weeks 5 and 6. A
third proposal is to email weekly reports or post them in our web crossing
site. ------------------------------------------------------------- |
| Weeks 1-5
-In which ways how you were taught History affected your life? -What is history? Why is history written? Who writes history? What is the reason to study history? -Workshop: What is Instruction, what is curriculum, what is assessment? Learning to create a rubric. What is politics? Why is education politics? Faculty driven curriculum and instruction; self-assessment and collaborative-assessment. |
Weeks 1-5
Student presentations Learning Community driven curriculum and instruction; self-assessment and collaborative-assessment |
Week 1: Field Trip Orientation
Weeks 2-3: Independent Project/Independent Field Trip, Group Project/Group Field Trip Small Student Originated seminars: Weeks 3-5: Finalize projects-Prepare presentations, publish web pages, print projects. Presentations rehearsals, teaching/ learning to manipulate audio visual equipment, a faculty team work with Yvonne, David and Raul advising students from the R-B program and the Respect program. |
| Weeks 6-10
Learning from our program
web page: using the learning tools and other links from the front page.
Study groups cover main readings and propose group workshops.
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Weeks 6-10
Student presentations. Learning to write self-evaluations.
Learning to write evaluations in the 3rd. person. Experimenting with
different narrative evaluations. Students have conferences with faculty team, in group or individually. |
Weeks 4-10:
Public presentations, peer and Collaborative evaluations. MAIN PRESENTATION EVENING: AT THE LONGHOUSE ?(TBA) Group Conferences for students who have been in the program for more than 2 quarters. Individual conferences with new students only. Weeks 8-10
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