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jfwright's picture

The Stories We Tell Ourselves: A Continuation of Web Event #2

Submitted by jfwright on Fri, 12/16/2011 - 5:58am

http://thestorieswetellourselves.tumblr.com/

This webpaper expands on the children's book I started for web event #2. While this book isn't finished - and isn't meant to be - I sincerely hope you enjoy the work I've put into it! I certainly have been.

chelseam's picture

Planting Justice: Examining the Potential for Alliances between Urban Garden Groups and Other Environmental Health Organizations

Submitted by chelseam on Sun, 12/04/2011 - 9:12pm

           Recently, our class has been confronted with many theorists who urge us to recognize that we exist in relation to one another and that our concerns are closely tied to others. Farmer reminded us that we live in an “increasingly interconnected world” (Farmer, 158). Barad urged us to “experience life like electrons” and be aware of the ways our lives and concerns are entangled with those we share the world with (Barad). Finally, Butler suggested that it is time to “expand what we mean when we say ‘we’” and to foster alliances across groups that have been subjected to various levels of “precarity” (Butler, Flexner Lecture 2). I decided to investigate the potential for alliances to be formed between the food justice movement and broader environmental health movement in the San Francisco Bay Area. The research led me to Planting Justice, an Oakland, CA based organization that seeks to increase access to organic produce by installing organic gardens in community spaces and private homes. By using the work of Growing Justice as a model, this web-event will seek to suggest ways that community gardens and the organizations that support them can mobilize political action on local environmental health issues.

chelseam's picture

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

Submitted by chelseam on Wed, 11/02/2011 - 3:45pm

    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:

aybala50's picture

All "Women's" College

Submitted by aybala50 on Wed, 11/02/2011 - 3:18pm

Both the conversation and the letter are fictitious. I do not know what the college's response would be to a student who sent in a letter of a similar manner. I can speculate based on informal conversations and in these conversatinons I was never given a definitive answer, which is what inspired this project.

Sex: biological distinctions between males and females
Gender: based on societal factors such as values, perceptions, beliefs, and attitudes

Casey- A high school senior in the process of deciding what colleges to apply to. She is a trans woman who has male biological sex organs.

__________

Mom: Hey Casey, how is the application stuff going? Can I help?

Casey: Good and I think I'm ok

Mom: Just okay? When is everything due? Are you on top of it?

Casey: I still have a few weeks before the apps are due. Right now I'm trying to decide if I want to apply to Bryn Mawr College ED

Mom: ED is really serious. Are you sure? Tell me more about Bryn Mawr

Casey: I really think it's the right place for me Mom. Bryn Mawr is an amazing liberal arts school, it's not too far from home and it's an all women's college

Rae Hamilton's picture

The pursuit of education through access

Submitted by Rae Hamilton on Sun, 09/18/2011 - 10:02pm

I struggled greatly with this paper. The prompt was too board for me and I feel like my paper didn't have substance. I tried to focus on how access and education were connected--stemming off from the idea that experience and thought were connected. I tried to explain that education is useless without access and that it is society's job to ensure that everyone is getting an equal access to education. I am not entirely a sure that I got that sentiment across. Its hard to talk about education and access when the definition is so relative. I cant truly express about education, because I have a personal definition of it that applies, I feel, only to me. I wonder if anyone else is struggling with this and it also makes me wonder about how much emphasis there are on definitions.

alesnick's picture

Agency Journal Compilation and Reflection

Submitted by alesnick on Tue, 05/24/2011 - 9:55pm

Hallie Garrison

Empowering Learners

 

This student reflects on the entires she wrote in her agency journal for the Empowering Learners course.

alesnick's picture

Cross-Cultural Connections in the ESL Classroom: Forging Respect and Shattering Societal Barriers

Submitted by alesnick on Sat, 05/21/2011 - 11:02pm

Riley Diffenderfer

Empowering Learners

 

 The author responds to an earlier paper in this handbook, focused on transcending cross-cultural barriers in mentorship and teaching.

alesnick's picture

Exploring the Idea of Unlearning: A quatrilogue, with invitation to participate

Submitted by alesnick on Mon, 12/20/2010 - 10:47pm

The threaded discussion below took place in October, 2010 (over email) at the initiative of one colleague seeking ideas from others. The focus began with the idea of challenging students' mental models and grew into a consideration of the question whether there is such a thing as unlearning (from the point of view of the brain, of human experience, and growth) and how the idea of unlearning signifies in various fields and endeavors.  In hopes of continuing and broadening participation in the conversation, we have moved it to Serendip and invite all interested to join.

From Alison, October 30:

Kwarlizzle's picture

Legitimacy: the role and power of language in education

Submitted by Kwarlizzle on Mon, 11/08/2010 - 7:23pm

No man is an Island, entire of itself; every man is a piece of the continent, a part of the main
 – John Donne
All animals are equal, but some animals are more equal than others
 – George Orwell, Animal Farm.
       In this class and some of my other classes across many disciplines, we have had several discussions whose aims were to impress upon us the truth of John Donne’s assertion that “no man is an island,” that we do not exist in a vacuum.  Especially in this class, we are discovering that even within ourselves, we are not an Island, so to speak. Inside the brain, where the seat of our persons and our cognitive functions reside, we find that the way we perceive the world is an ongoing interaction between compartments of the brain that we have termed the “storyteller” and the “cognitive unconscious” (Grobstein). In addition, we are discovering that more than one ‘person’ exists within ourselves – we are a conglomerate of multiple personalities, each with their own distinct character.

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Narrative is determined not by a desire to narrate but by a desire to exchange. (Roland Barthes, S/Z)

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