Incorporating Student Experiences
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.
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.
Here is the link to my inquiry project:
February 12th, 2013
How do you know the difference between abuse and discipline?
Abuse vs. 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:
- writing lines
Traditional vs. Progressive Discipline
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:
recall - - Discourse = “set of values and viewpoints in terms of which one must speak and act, at least while being in the discourse” (Gee)
So Mia and I were talking about going to this country club/Alumni benefit/conference. (we went to an alumnae conference in Santa Monica over the weekend to represent the 360 program - this is a post that we wrote together on the airplane on the way there)
We started talking about clothing. We both realized that we had no idea what would be appropriate to wear in this environment – as neither of us has spent a significant amount of time in a country club (and by that I mean that I have gone to one once, and she has never gone to one). Should we wear skirts? Dresses? what length is appropriate?
So we’re wondering: what kind of discourse are we entering? Are we actually going to have an opportunity to speak frankly and genuinely about our experiences, or will the discourse silence some aspect of our behavior? It’s certainly silencing our creative fashion sense!
Clothing is a perfectly reasonable cause for concern – every time I’ve done any career counseling, I’ve been told that first impressions are essential. So appearance is essential. Uncertain about the kind of discourse you are entering + wearing the wrong thing = making your illiteracy obvious and embarrassing.
So that’s we were so worried about this on our trip to Ghana – we had no idea what our clothing would say about us. Legitimate? Eh, I think so.
Going back to my notes on that reading - there was a heavy focus on alienation. Adults may be alienated by being illiterate, but then, forcing them to learn could also be alienating.
I’ve been thinking about all these things because I’ve been reflecting on my internship from last summer, trying to find a connection between that experience and the 360/Educ 250. I worked in the Education department at Nationalities Service Center, especially in classrooms in which immigrants and refugees are learning to speak English. This experience had a huge impact on my academics last semester - I applied that passion to classes on bilingual education, cultural tensions/fusions, and immigration. After that internship, I found connections between the experience and courses about Language, Culture, and Policy. However (and thank you to Alice again, for helping me flesh this out), I wasn’t thinking about the fundamentals. - Fundamentals being, I think, Literacy. So of course there is a connection between my tutoring adults and the class I am taking now.