We played our Barnga Simulation Game during our first class session. A simulation is a rehearsal for life, so to speak. We "play it out to see what happens" (Thiagarajan, 1990, p. 14).
As participants played along, they tried to figure things out without talking. For most part they were cordial and tentative with the biggest confusion trying to figure out who moves to which table. There were frustrations noted, however the impact of the game was in the debriefing. There was a weak analogy to real life situations and applications. However, the take away, according to Thiagarajan (1990) would be: "Each of is is a little culture operating out of his or her own set of rules, struggling to understand the other's rules to make a bridge to the other" (Thiagarajan, 1990, p. 28).
What is CULTURE, anyway?
Culture involves:
Customs = what we do, how we act - Behaviors (Ex. as teachers)
Beliefs = what you think, your values - paradigm
Language = Words that define you and your group – self-expression (Surface language=Navajo, Spanish, Italian) (Deep Language =expression of you)
"The body of learned beliefs, traditions, and guides that are shared among members of any human society" (Barrett, 1984 in Grant & Sleeter, 2011, p. 132.)
Edward Hall (1977) in Silent Language defines culture as:
Culture is a man's [person's] medium; there is not one aspect of human life that is not touched and altered by culture. This means personality, how people
express themselves (including show of emotion, the way they think, how they move, how problems are solved, how their cities are planned and laid out, how
transportation systems function and are organized, as well as how economic and government systems are put together and function (p. 16).
More definitions below:
Culture is the "dynamic feature of relationships of how human beings fill the space between themsleves and other people. This space can be filled with basic respect, admiration, playfulness, touching; or it can befilled with disregard, suspicion, anxiety, holding back. It virtually is always filled with language and gesture." Tice, T. (1993). The Education Digest, p. 39.
"Culture is a mold in which we are all cast and it controls our world in many unsuspected ways....that part of human nature we take for granted-the part we don't think about since we assume it is universal or regard it as idiosyncratic....Culture hides much more than it reveals, and strangely enough what it hides, it hides effectively from its own participants" (Hall, 1990, p. 29).
Hall continues, "the only reason for such study [of other cultures] is to learn more about how one's own system works. The best reason for exposing oneself to a foreign ways is to generate a sense of vitality and awareness -an interest in life which can only when one lives through the shock of contrast and difference" (Hall, 1990, p. 30).
"Culture is communication and communication is culture"(Hall, 1990, p. 186).
Hall, E. (1990). The silent language. New York: Doubleday.
What does DIVERSITY mean?
Definitions of Diversity
“Diversity describes the extent to which an organization has people from diverse backgrounds and communities working as board members, staff and/or volunteers”
“Diversity means all the ways we differ. Some of these differences we are born with and cannot change. Some of these differences are visible while others lie underneath the surface:
Visible: age, gender, race, physical abilities and appearance
Individual: where we grew up, our family status, beliefs, values, education, religion, language, life experiences, sexual orientation and our work styles and thought processes
Organizational: job function, skills, level in the organization, teams we are a part of and tenure of length of service”
“Inclusiveness puts the concept and practice of diversity into action by creating an environment of involvement, respect and connection – where the richness of ideas, backgrounds and perspectives is harnessed to create business value”
Source: The Denver Foundation www.denverfoundation.org/page30244.cmf)
Definitions of Diversity
“Diversity: Individual differences (e.g., personality, learning styles, and life experiences) and group/social differences (e.g., race/ethnicity, class, gender, sexual orientation, country of origin, and ability as well as cultural, political, religious, or other affiliations) that can be engaged in the service of learning.
Source: The Shell Oil Corporation @ http://www.shell.com/global/aboutshell/careers/shell-diversity-inclusion.html)
See also Diversity at UNM
October 1, 8
Nacirema culture is an example of what Hall describes of culture that it hides more than it reveals.
Anais Nin: "We don't see things as they are; we see them as we are."
Through PART I definitions tonight, we explored more closely cultural values, behaviors and provided a common phrases and vocabulary we can now
use in communicating together.
Photo gallery of learning so far.
As we talk about celebrating Columbus Day, there are initiatives in place (including SJC) advocating for recognizing and reallocating the day as INDIGENOUS PEOPLE'S DAY.
Oyate Press (on Thanksgiving)
Debbie Reese's American Indian Children's Literature Blog (Read Blog from October 13, 2015)
Rethinking Columbus (Peterson & Bigelow, 1998)
Authenticity in American Indian Children's Literature
Fall 2015 Reflections GALLUP
Let's Face it-English is a Crazy Language (Visual)
Reasons Why English is so hard to Learn
What an impressive class of individuals I have the opportunity to be inspired by this semester! I was so impressed with your thoughtful reflections of the diversity elements. Our introduction revealed that you already think and feel deeply about education and diversity in your lives. Our Barnga SImulation Game during our first class session brought to the surface analogies to cultural, linguistic, interpersonal real life connections. A simulation is a rehearsal for life, so to speak. We "play it out to see what happens" (Thiagarajan, 1990, p. 14). Thank you for trusting me in this process as I set you up for a learning experience. We welcomed Dr. Winfield, your new Gallup faculty who contributed during the evening and assisted with our internet connectivity, which was appreciated for the duration of our class time. With Liberal Arts and Education majors, your perspectives will add to the diversity within our class. I look forward to our September 10 class time, where we will create and frame out our google webpages that will maintain your intellectual property during our course. We will also share your I AM Poems and Places.
Pictures from BARNGA
Sept. 17, 2015
We discussed Power & Privilege highlighting Peggy McIntosh.
What is Privilege? “White Privilege is the other side of racism. Unless we name it, we are in danger of wallowing in guilt or moral outrage with no idea of how to move beyond them. It is often easier to deplore racism and its effects than to take responsibility for the privileges some of us receive as a result of it… once we understand how white privilege operates, we can begin addressing it on an individual and institutional basis.” ~Paula Rothenberg “Privilege exists when one group has something of value that is denied to others simply because of the groups they belong to, rather than because of anything they’ve done or failed to do. Access to privilege doesn’t determine one’s outcomes, but it is defiantly as asset that makes it more likely that whatever talent, ability, and aspirations a person with privilege has will result in something positive for them.” ~Peggy McIntosh
Examples of Privilege Being able to…
assume that most of the people you or your children study in history classes and textbooks will be of the same race, gender, or sexual orientation as you are
assume that your failures will not be attributed to your race, or your gender
assume that if you work hard and follow the rules, you will get what you deserve
success without other people being surprised; and without being held to a higher standard
go out in public without fear of being harassed or constantly worried about physical safety
not have to think about your race, or your gender, or your sexual orientation, or disabilities, on a daily basis...
The following sounds like a plan for working together at all levels for all ages. Striving for this communicative and interactive space is inclusive and honrs diversity, don't you think?
Community of Learners- Our Promise
We respect each other
We listen to each other
We apologize
We forgive
We persist
We help each other
We encourage each other
We laugh
We get along well
We are all good friends
Newton, N. (2010). Math Workshop in Action:Strategies for Grades k-5. New York, NY: Routedge (Taylor & Francis Group).