Ethnography, Education 225
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One thing that I have learned from the course so far are the different kinds of technology that are present in the classrooms as well as their implications. I have always looked down on technology since I find it to be a distraction rather than a aid in learning. Our outlook on technology in the classroom is forever changing and we definitely take technologies (both old and new) for granted. My rose would be the encouragement to "think outside the box" and participate in different ways that differ from my math education. My thorn would be that because my computer is broken, it really discourages me from doing my readings online and participating in the types of technologies we're learning about.
I felt like this unit was a good introduction and laid down the foundation for the class: defining the terms and posing the big questions to contemplate over the course of the semester. It has encouraged me personally to engage with and explore technology that I have been reluctant to experiment with in the past, including prezi and instagram, and I am excited to continue to learn. We have also established initial contact with our pen pals in Ghana and while we are uncertain about the development of that relationship at this point, I am excited about the possibilities. The prospect of an undeveloped structure to this part of the course is exciting but at the same time, a bit anxiety provoking, and so I hope we can help future participants by laying down some sort of structure for them.
Hey everybody, I don't really know if this has any place in this Ecological Imaginings class, but maybe if we can imagine the preservation of women to be a form of ecology, not unlike the preservation of all plant life, animal life.
I just wanted to call everyone's attention to this excellent documentary currently being shown on PBS on Mon & Tues nights at 9:00 PM. I imagine you guys have lots of time to watch films, yeah! But this is an amazing series.
"Half the Sky" about gender based violence.
Here's the link to the first & second segment:
While in Ghana, I couldn’t help but think about my group’s discussion of NGOs in Ghana and their work, and compare these things to the realities that we saw on the ground. I still have a lot of questions, but my post is long overdue, so observations + questioning will have to be sufficient for now!
During our project, one of the more resonant questions for me was, “How do NGOs collaborate and is this collaboration successful?” I think this question guided some of my observations during the trip.
Observations: Looking around the Dalun Youth Association (DYA) building, I saw some posters, asked some questions. All this happened very quickly, so I’m not 100% this is the correct information, but I’ll relay what I remember and wrote down.
DYA exists to bring the youth together – students gather here and “because they are together, they are stronger and can advocate for the needs of the community, what they see the community needs to develop” (field notes), like new roads to Tamale (which I would also advocate for, for both selfish and unselfish reasons). DYA uses sports as a tool for development – in this rural community, athletic competition is a perfect way to bring people together, both young and old. Once the people are gathered, the youth can spread their message of change. And this message is much more powerful coming from a vibrant, organized youth group.
For my fourth class this semester, an independent study with an anthropology professor revolving around the topics covered in the 360, I have explored in the last week a series of pieces of literature delving into the differences and paradoxes between oral-based cultures versus those that have developed systems of writing. Specifically, my studies started by looking at Jack Goody's theory on the "technology of writing" in which he essentially argues that societies that have developed a system of writing have created a new tool or "technology" which has enabled them to be cognitively more advanced. The argument has been widely critiqued and problematized and I think the literature in general raises some critically important, provoking ideas.
I will summarize here a few of the contentions I found most stimulating. The first is the presence of logic and the potential way writing enables various ideas and works from different authors and different times to be consolidated in a way that is more logical and thus helpful than what can be done via oral tradition only. A second contention is that of audience. Whereas oral tradition requires, at least seemingly, an audience, written works can be written and transmitted without knowledge of a specific audience. I find this idea particularly interesting because it feeds directly into a third point about variability. Written works are stagnant to a certain extent, copyright and authorial presentation are limited to the page, lacking change with time, speaker or audience.
In looking at the tweets and conversations this week, I have made a few observations. First off, I would like to recall the tweets regarding bridging academics and personal experiences in the classroom as a means of learning. Something I am finding particularly useful about the Twitter is that it is allowing us to, at some extent, create these bridges. Though our experiences are held to a 140-character limit, it does allow us to bring what we observe, notice, feel, etc., in a precise moment into the classroom. Questions via Twitter also serve as a basis for further inquiry, such as the questions regarding code-switching and world-travelling. These questions, and the ones that are generated in class provide a framework and basis for thought, in and out of the classroom, leading us to form more experiences with the mindset and understanding of what we accomplish in the classroom.