Adult Learning

nia.pike's picture

Fear of Feminist Indoctrination at All-Men's Colleges

            The phrase "feminism unbound" is strange to me. I thought at first I understood it, but when we began to discuss this phrase in class, I got even more confused. So I sat down to think about it on my own. I thought about the rigors of society, the boundaries have set for ourselves and others, the world we have been told should exist. As someone who has chosen to go to an all-women's college I know I follow certain boundaries within the walls of Bryn Mawr College, regulations the college sets for me. I began to think of similar institutions. A friend of mine also goes to a single-sex institution, Wabash College, an all-men's college in Indiana. Wabash sets regulations for its students as well. A potential new regulation is a gender studies graduation requirement. This debate struck a chord with me, especially when I discovered the contorted view of gender studies some members of the institution had created around this issue . . .

            "[The] wimpy, neutralized guys that gender feminists are trying to create:  men who are not committed to constructive struggle and conflict and fighting for a cause and coming out the winner." (Michaloski and Allman) This statement was made by Dr. David P. Kubiak, a Classics professor at Wabash College in relation to the debate at Wabash over the proposition of a gender studies graduation requirement.

alesnick's picture

Reimagining the Disrupted Classroom

Reimagining the Disrupted Classroom, by Katie McCormick, Bryn Mawr College, 2013

Introduction and Description of Context

This proposal was inspired by my work this semester at El Centro de la familia.  I spent Tuesday mornings working with a group of mothers whose children attend a preschool program at the center.  The mothers, all of whom are recent immigrants to the U.S., participate in informal English language classes while their children attend preschool in another part of the building.  The reason for this setup is three-fold.  First, it helps enrich the educational experience for the preschoolers because it gives parents the tools they need to support their children’s learning and academic success.  Second, it benefits parents by helping them develop their English proficiency, addresses parenting and  work-related skills, and focuses on computer literacy.  Third, it removes the legal barrier of running a preschool without certified teachers by keeping parents onsite during school hours. 

Nan's picture

Half the Sky

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:

http://video.pbs.org/video/2283557115   

http://video.pbs.org/video/2283558278

Briana Bellamy's picture

The Teaching & Learning Initiative: Nepali Style

Hello beautiful Serendip world! 

My name is Briana Bellamy, I'm a BMC alum '11.  Recently, I returned from an incredible year of living in Nepal, working on a project funded by the Davis Projects for Peace grant. The project was called Sharing Knowledge for Peace, and its basic structure and philosophy grew from something that may be very familiar to some of you: the Teaching and Learning Initiative (TLI). As a sophomore at Bryn Mawr, I became involved with the staff-student branch of the TLI as a student mentor with a wonderful man from transportation services. It completely transformed my experience at Bryn Mawr, and became a huge part of both my sense of community and personal development. The relationships I built through the reciprocal model of the TLI and the deep learning I experienced both in these relationships and in the reflection meeting had a deep impact on me. I went on to become a coordinator for the program, and even wrote my thesis about it, exploring the inner workings of friendship, community, and shared spaces. I knew there was something powerful about the dynamics at play, and I was curious as to how the model of intentional reciprocal teaching and learning relationships could be valuable in other settings. 

pyiu's picture

Thoughts on Improving Education in Ghana

After skyping with the founder of an NGO which provides libraries and Ghanaian children novels in Ghana (I forgot the name of the NGO but I believe Kathy Knowles is the name of the founder) and learning more about the history of formal education in Ghana, I became to reflect a lot about what could be done to improve the education system in Ghana. According to Ms. Knowles, literacy is a problem in Ghana because reading is not seen as a leisurable activity, and is only associated with academic work. Moreover, education there is based upon repetition and memorizatioon, thus school can be very boring and dry to students. Also, students are constantly anxious about being graded since the whole curriculum and attitude of the teachers is based upon doing well on the exams. Additionally, I personally feel that such a system does not cultivate appreciation for the art of learning. We've virtually discussed (via twitter) the importance of making mistakes for one's learning and education. However, such a system in Ghana appears to leave no room for mistakes, or creativity for that matter. These aspects along with many others compose Ghana's education system and consequently do not appear to be conducive towards a positive, fun, and interesting learning atmosphere for students (or the teachers).

alesnick's picture

Adult Learners: The Promises of Voluntary Education

 

Amie Claire Raymond

A paper which explores the voluntary, continuous learning of adults. At the end, the author suggests methods for extra-classroom teaching.

alesnick's picture

The Worst-Case Scenario Handbook: Mentor's Edition

Sandra Gandarez and Julia Vance
 
The following chapter consists of excerpts from students working as mentors discussing issues they faced in their unique placements. A variety of solutions are considered through the lens of readings addressing the issues in a broader sense.
alesnick's picture

The Ultimate Cross-Cultural Mentoring Partnership Challenge

by Grace Kung 

"In this section of the Handbook, I will explore the inner conflict student mentors may face when working with adult learners.  This chapter offers student mentors a suggested step-by-step guide for how to handle emotional struggles arising in a cross-cultural mentoring partnership." 

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