education

Rae Hamilton's picture

From a fight, to an interview, to a discussion:Paper 10

Talking about class is wierd. Paper 10, was equally as odd. My paper focused less on the interviews I had and more on the workshop and the resulting conversation I had with one of my dorm mates afterwards. The whole was kind of awkward, but the more you talk about something, the less awkward it becomes. Which leads me to believe that maybe, sometimes, it is the awkward things that need to be talked about more than anything else. 

Rae Hamilton's picture

From a fight, to an interview, to a discussion:Paper 10

Talking about class is wierd. Paper 10, was equally as odd. My paper focused less on the interviews I had and more on the workshop and the resulting conversation I had with one of my dorm mates afterwards. The whole was kind of awkward, but the more you talk about something, the less awkward it becomes. Which leads me to believe that maybe, sometimes, it is the awkward things that need to be talked about more than anything else. 

Rae Hamilton's picture

Little Bee

Hey, I was just wondering if anyone else finished Little Bee. Looking at the syllabus, I seriously doubt we will be able to dedicate all the time needed to the novel. So I thought here was a good space to start. I both hated and loved Little Bee. I loved it for the simple fact that it was a great book, with compelling characters, and a subtle but important political message. Yet, I hated the book for the same reasons, it was so sad, so deep and profound, I feel like a weight has been added to my mind. I finished the book wondering if I was suppose to feel hopeful or desolate. Even though I finished it some days ago, I am still not sure if Little Bee, is a gritty story that offers hope or a hopeful story that has its gritty moments. Also, the time in which we read the book impacted me greatly. Thanksgiving, to me has always been a holiday where America is at its least petty. We have so much to be grateful for, and Little Bee has reminded me of that fact. I wish I could keep all the feelings I have for this book and apply to my daily life, in the hopes that I could remember to be thankful. 

On another note, how does everyone feel on Little Bee becoming a movie, with Nicole Kidman playing Sarah?!?

Kaye's picture

GLSEN Respect Award--Rich Espey HC'87

Haverford's home page features an interview with Rich Espey, who teaches middle school science at the Park School in Baltimore, and recently received the GLSEN Educator of the Year award.  (Rich, who is a gay man and an accomplished playwright, did his senior thesis research in my lab.)  Rich was honored for his work in developing the program, "Putting Gay in a Positive Context," with other teachers at his K-12 school.  They created a superb website of gay resources for teachers, which are organized by age of students, subject, advocacy, and support for teachers. I hope you will check it out!

See video
AmyMay's picture

The Revolution is On

This web event describes my plans for an activism project, to be completed as my final project for this course, which seeks to change the culture around sexual violence at Haverford.  I've decided to do this web event super early because I want to be able to document my thinking at this stage in the planning process.  I've been working on this for about 2 weeks now, and I want to make sure it is clear how this project ties into the coursework (mostly Judith Butler's work) before I get too far into logistical planning.  I tried getting the video to upload but Serendip isn't having it.  So instead, I made my own youtube channel for my web event, which can be found here.  The web event is presented in three sections, which should be watched in order, from I, to II, to III.  Upon consultation with Kaye, I decided to do Web Event #3 as a video purely because the topic of sexual violence is so personal to me, I did not think I could effectively communicate my plans via written words.  I also find it appropriate to have this information delivered via a conversational video, since the point of my proposed project is to stimulate conversation.  If any of you have feedback or suggestions, please please please voice them.  I'd love to hear any ways to make my ideas better.

JHarmon's picture

Writing Essay Number 10

One thing I have noticed about my writing overall is that it does get easier each week. While I still struggle to produce paper's I feel comfortable turning in, the process has become increasingly easier, and I find that our weekly papers have given me a great sense of growth. However, this paper was extremely challenging for me to write, and I am still unsure as to if I completed the task in the way I should have. I felt unprepared, and I wished that I could have gotten just a few more voices to place into the paper. Overall, I felt as though my paper was too representative of my own thoughts and voice, and I struggled to find a thesis out of the information I had. I also felt uncomfortable with quoting my interviewees because without "real" quotations, I was nervous about overstating things they had said. 

My writing process gave me a lot of ideas as far as how to address issues of class on campus, but again, these were personal thoughts. While they were influenced by my interviewees, I wish I had put more voice of others into the paper. I definitely think that this week's writing has a lot of room for revision. 

ssaludades's picture

Interview Paper reflection

 

Usually, after reviewing class readings, I start an essay with the expectation of knowing (at least the guidelines of) what to write about. With readings, the argument is logically outlined and easy to follow. However, due to the open structure of my interview questions, I had to entrust my subjects, the international students, to guide me through their story, convoluted stories that involved different contradictory factors which made it harder to follow and produce a thesis.  Furthermore, never having been an international student, I didn’t know what to aspect from them - what they want me to take away from their experiences, their needs and their story. I took this as a blessing because, having read Tuck, I did not want to taint my data with my assumptions and bias. I wanted my data to be raw and genuine.

In any case, working with the international students for this paper reminded me of our reading of Tuck in which I was researching not only to build a greater understanding but utilize it towards change. The paper wasn’t just about collecting what they were saying but trying to piece together what to do with this understanding, to create a message that would give these encounters meaning. Sometimes, I take for granted conversations and encounters with different people but having to develop a deeper meaning for this encounter helped me to remember the potential in interaction and in turn, active learning beyond the self.

JHarmon's picture

I need to

figure out how to delete this. sorry, guys. 

chelseam's picture

Gender and Sexuality in the High School Biology Classroom: Fostering Critical Thinking and Active Engagement

    Gender and Sexuality in the High School Biology Classroom:

Fostering Critical Thinking and Active Engagement

 

Summary: This project was undertaken with the hope of changing the ways we think about teaching and engaging with science. This paper will discuss ways to help students recognize that science is interdisciplinary and can both affect and be affected by the social and/or political context it exists in.  

By asking students to think about the way science is presented and conducted, and giving them the tools to think about science not as an isolated body of information, but as a dynamic and shifting discipline, we will not only be encouraging more engaged science scholarship, but will also help students begin to notice the ways science is used as evidence in different contexts and evaluate these uses.

Objective:

The goals of this project are two-fold. I hope to suggest ways for biology teachers:

Katie Randall's picture

Presenting on Intersexuality-- A Template

After our unit on De/Meaning Sex and Gender, I knew I wanted to focus my web event on intersexuality. It’s a form of biological diversity of sex which most people don’t hear about until college, and many not even then.

So I started thinking—when would it make sense for students to first be introduced to intersexuality in an academic setting? I thought back to my own education in biology and the answer, to me, was middle school. In my middle school we had a unit in biology class which was basically “puberty education,” although I don’t remember what its official title was. We learned about the physical changes that male and female bodies go through in puberty—in other words, the changes our own bodies were going through right then. This would have been the perfect time to mention that not everyone would exactly fit into one pattern or another—that chromosomal sex, primary sex characteristics, and secondary sex characteristics don’t always match up. But this was never covered—not in middle school, high school or beyond.

I know that not everyone is given information about sex characteristics or the reproductive system in middle school, or even later. But to me the timing felt right.

I included the permission slip because I think that for many schools this would be part of the process of giving such a lecture.

 

Sample permission slip:

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