Complexity in Education

nia.pike's picture

Final Web Event - Addressing Inclusiveness at Home at Bryn Mawr: A Seminar

Bryn Mawr is my home.

            That one phrase is so much more than the five words it contains. Now more than ever before. To me, a home is much more than four walls or a campus. Bryn Mawr is home to me because of its people, because of its community. It is here that I have become comfortable with who I am - my sexuality, my past, my life.

            When I first began to think about this final paper, I knew I wanted it to be about this place that means so much to me. Bryn Mawr. I also wanted to incorporate in parts of my other papers. As I reflected over my work and growth in this course, I realized I left my third paper open ended without a firm direction in terms of education for Wabash. During conversations (usually over food) with my friends, I began to see that Bryn Mawr also needs a new form of education. An education in inclusion. I began to think of my second paper on the inclusiveness/discrimination of the straight community within Bryn Mawr's community. I concluded Bryn Mawr needs an intervention.

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.

nina0404's picture

A Rose and a Thorn

At the end of the thrid week I have to say that what I have truly enjoyed is learning more about my own interests and uses for technology. I am very excited to start my field placement which I feel will be very grounding on the subject of tech and education and to continue exploring twitter and blogs for articles and comments in the field.

Something that I had trouble with was our assignment to analyze a question from Selwyn's book. I had a lot of trouble with this analysis and could not get into the paper I was writing. I think most of the troubled stemmed from my own uncertanties with the question and lack of observations and knowledge. I am hoping at the end of the course I can come back to this paper and truly reflect on this stage of the class and where I was in my thinking. I feel with my field placement and further reseach I will be better equipped to analyze the question: Does technology make education fairer?

For the class I hope we continue to incorporate digital media into the class and that I personally can keep up with my explorations on my blog.

nina0404's picture

Interesting Article on Technology in the Classroom

I found this NYT article on Twitter and I feel like it links to our conversation on "effective" uses of technology in the classroom as well as the teacher vs technology debate.

http://www.nytimes.com/2013/09/15/magazine/no-child-left-untableted.html?pagewanted=7&_r=1&smid=tw-nytimes&partner=rss&emc=rss&

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. 

Srucara's picture

The Science, Ethics, and Politics of Water - a Curriculum

Hi everyone, please download the following files for my curriculum and my rationale.

maddybeckmann's picture

Notes from class

February 12th, 2013 

How do you know the difference between abuse and discipline? 

Abuse                vs.                     Discipline 

Abuse 

Discipline 

excessive, beating, more force duration. long term, issues external to the child, impulsive, can it be cultural, less related to child, child cannot learn the system it is too arbitrary 

washing mouth out with soap, modify behaviors, hit spank, rational, no conflict across cultural setting-school/home/ grocery, varies by gender, child can learn system and succeed, rational lecturing explaining why 

types of Discipline: 

  • Threats 
  • writing lines
  • spanking 

Similarities? 

cyclical/cultural 

Traditional vs. Progressive Discipline 

Serendipitaz's picture

Becoming Miss A

I knew this day would come some day
since it is the culture here to call one’s teacher by her last name.
But, I have a long way to go before I become a teacher
I honestly don’t think I can ever be a teacher

maddybeckmann's picture

Minecraft

I could not get Minecraft to work on my computer. It was the most frustrating thing ever! After Mikah (my lovely roommate) started playing I wanted to play too and I spent about an hour trying to download all of these different things. Minecraft ended up not working and so I ended up watching Mikah "struggle". Mikah spend about a good 30 minutes trying to get wood as suggested in the youtube videos. We could not figure out how to get the wood until our friend Ashley came in and called her brother. Later that night, he called and told us exactly how to get wood. Rather than clicking over and over we realized we could just hold the clicker of the mouse down (duh?). Are we too old and out of touch? I felt that I was so lost in technology that I could not even get Minecraft to work on my computer. It's safe to say that Mikah and I have not played it since... If we incorporated this into the classroom, there would have to be a demo and the glitches on certain computer types would have to be figured out! 

  

 

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