ARCHIVE - SP2006 Reconciliation

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.

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

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