Recognition: The Politics of Human Exchange - Overview of the program

This is a list of activities that we have seen repeated in the previous NAS programs we have been involved in. They happened because faculty suggested or because students brought them in to class. The added notes are included to give us some more guidance. This year we are inviting current NAS students to send 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, liberatory education, oppression, freedom, learning, teaching, basic needs, and what would they say about the program's theme: Recognition: The Politics of Human Exchange.
This page is REALLY being built, we will have a kind of  final version at the end of every quarter.
In order to plan for your weekly campus wide participation you may want to use the TESC Campus Calendar

Fall 2003 - Recognition of the Human Rights - "awareness  of reality"

What brought you to Evergreen?
The Recognition program is based in Freire's Pedagogy of  the Oppressed. We don't teach Freire's pedagogy, we learn his works by building a student-centered environment, a learning community.

To build a community is the main common  task.
- What is your idea of an ideal community?
- How is this community?
- How would you like this community to be?
- What are you going to do to make it happen?                                                         
Some questions we will discuss:
How should we work here trying to offer a liberatory education?
How do we build a learning community based on hospitality and trust.

What is hospitality? What is trust?
How do we apply TESC educational philosophy in our program?

Who holds the power in the classroom?
Learning from our program web page: using the learning tools (Are you a Master student?) and other links from the front page.

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:
1) The teacher must become a collaborator and ally of the students, not a  supervisor.
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.

Working together we go through this process. We look  for other works in education that could help us in our journey. There are works from Evergreen faculty in the form of books or articles that we study.

On Tuesdays and Thursdays we get together to celebrate our work, to share our findings and to bring our new questions to the community. When we can't make it to class we participate using our class list, our web crossing site, or emailing our faculty.


 Using our learning tools
Are you a Master student?

M.I. survey. 
Workshops on: Curriculum, Instruction and Assessment. 

Responding to the Four Questions to build the emerging curriculum.

Students are asked to answer four important educational questions:

  • What do I plan to do?
  • How do I plan to do it?
  • What do I plan to learn?
  • What difference will it make?
  • Other suggestions include:

    1- Review your answers to the 4 questions and write up your plan for this quarter.
    2- Turn in your plans for this fall quarter.
    3- Each week post a weekly report in web X (even to just say hi), this is highly recommended - 
    4- Make sure everyone learns your name and you learn everybodys' names.
    5- Study Evergreen's web page and set up a list of conference/talks/workshops you will attend in fall.

    Workshop on Bloom's Taxonomy; Critical Thinking, Richard Paul's work; Multiple Intelligences theory; Freire's Pedagogy, 
    Choice Theory; how do we apply it in class? 
    Creating 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. 

    Diagnose writing skills using Web Crossing training: ask 3 to 5 questions, one by one, the next one is
    Computer Literacy: e-mail, web crossing, power point, dreamweaver, photoshop, imovies.
    Campus resources: CPJ, KAOS radio, library, communications, CRC...

    Suggested readings and materials for the year: Intelligence Reframed-Gardner-0465026117; Pedagogy of the Oppressed-Freire-0826412769; People's History of US-Zinn-0060937319

    A Pedagogy for Liberation-Shor & Freire-0897891058; We Make the Road by Walking-Horton & Freire-0877227756; Pedagogy of Hope, by Paulo Freire

    Broad and Alien is the World by Ciro Alegria is the reading for students who plan to travel to Peru in Winter under Independent Learning Contracts.
    Share your  reflective piece on weekly seminar.

    Not Required

    Dancing Wu Li Masters-Zukov-055326382x; Ethnography A Way of Seeing-0761990917; Ceremony-Silko-0140086838The Way to Rainy Mountain-Momaday-0826304362; Black Elk Speaks-Neihardt-0803261705
    Love Medicine-Erdrich-0060975547; American Indian Women-Bataille-0803260822; The Mayan Calendar-Calleman-0970755805; Woman Native Other-Trinh-0253205034; Coming Into Being-Thompson-0312176929
    Earth Ascending-Arguelles-093968045

    Other materials: Peggy McIntosh's White Privilege.

    -Current Historical events: the Zapatistas in Mexico, Israeli-Palestinian relations; The FARC in Colombia, The Last Decade in Peru, The Makah Whaling in the NW. War against Terrorism, the new wars.

    Weeks 1-5
    Some more questions from past classes:
    -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 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. 
    Students present their proposed projects using their new technological skills: overhead projector, data projector for  power point presentations, from hard copies to videos, multimedia and web pages. Faculty/Guests/Students curriculum and instruction; self-assessment, peer evaluation and collaborative assessment.
    Students have conferences with faculty team, in group or individually.

    Winter 2004 - Recognition of World Indigenous Communities - "awareness of reality, then self-awareness"

    In winter, we plan to individually, or in small study groups, develop the historical background for the chosen question and do the integrative review of the literature and data collection

    Suggested questions/topics:
    What is an emerging curriculum?

    How to use the TESC Campus Calendar to plan for our week's work. Weeks 1 and 2 - Suggested individual work:

    Learning from our program web page: using the learning tools (Are you a Master student?) and other links from the front page. Study groups cover main readings and propose group workshops. 

    Students present their projects using their new technological skills: overhead projector to power point presentations, from hard copies to videos, multimedia and web pages. Faculty/Guests/Students curriculum and instruction; self-assessment, peer evaluation and collaborative assessment.

    Starting week one there could be students' project presentations both: live and online in our web X site.

    Suggested group work:

    1- Organize your study group.
    2- As study groups set up turns to have potlucks on thursdays and offer seminars/workshops.
    3- In governance finish writing up the covenant.
    4- Contribute to the emerging curriculum.
    5- Organize the weekly presentations.
    Art and music in the program.

    Writing Instructor and Writing Assistants are poised to serve core programs and all-level programs plus the Learning Resource Center per se. 
    Writing Center - Math Tutors   - Reading/ Writing Workshops will  be scheduled by students.

     Weeks 1-5
    Student presentations of works in progress.
    Learning Community driven curriculum and instruction; self-assessment and collaborative-assessment

    Weeks 6-10
    Student presentations.

    Learning to write self-evaluations.  Learning to write evaluations in the 3rd. person.  Experimenting with different narrative evaluations.
    Learning Community driven curriculum and instruction; self-assessment, peer assessment and collaborative-assessment.

    Students have conferences with faculty team, in group or individually.

    Spring 2004 - Recognition of 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 (to Recognition) 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?


    List of proyects and presentation dates follow:

    Students will be working on their Independent Projects (writing and participating in class)

    Writing (suggested)
    -your ethnic autobiography
    -your family's history
    -your home town's history
    -your vision of the world, of education, of democracy, of social justice, of your own life.

    *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.


    Did we do a good job at what we believe in Evergreen? - A workshop on the 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.

     Writing the final evaluations. How are we going to write 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.

    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, Gary, David and Raul advising students from the Recognition program. 

    Weeks 4-10: 
    Public presentations, peer and Collaborative evaluations.
    Group Conferences for students who have been in the program for more than 2 quarters. Individual conferences with new students only. Weeks 8-10
    We suggest to again study our web page, review the learning tools and re-take the surveys/rubrics; compare these results with the first version and then write your self evaluations and program and faculty evaluations.