Getting started with our examinations of issues

Summary:

Some initial thoughts...

Getting started with our examinations of issues

JeffBloom 03 Jun 2014 17:56

This course is about digging beneath the surface and examining the assumptions and dynamics that are at play in the issues we’re facing. Module 2 involves exploring a few “tools” for uncovering these assumptions and dynamics. However, there are many more frameworks and tools that can be used. There's a list provided in a reading we'll get to later, but the list is by no means comprehensive. If you want to jump ahead to take a brief look, this reading is at http://schoolsteachersparents.wikidot.com/analytic:paradigms-assumptions. Please feel free to incorporate any of these into your work, especially if they fit with your particular interests.

At the same time, all of us need to use a variety of these approaches to really understand what may be taking place. Multiple perspectives are necessary for a thorough and more accurate understanding. If we were to only use one perspective, we are at the mercy of that perspective and have no really understanding of the contexts and dynamics of what is taking place. It doesn't much matter what particular allegiance (theoretical or philosophical orientation) one has. Looking at all issues from multiple perspectives is essential.

Someone mentioned on day 1 the idea that they had to be “neutral” about a decision-making process (similar issue to not talking about salaries). The whole idea of “neutrality” tends to silence and mandate conformity among particular groups. In addition, it can be a more subtle pressure that perpetuates a culture of fear. If people were not to maintain “neutrality,” they could suffer some set of consequences. Who benefits from "neutrality?" It's similar to the notion of "civility." At NAU and many other universities, administrators admonish people for not being civil and push for any communications to be civil. Translated that means that no one can have an emotional stake in the conversations or can talk with any conviction about points of view that challenge the administration's agendas. Again we can ask the question, "who benefits from civility?"

More on readings, etc. -- & a question

JeffBloom 03 Jun 2014 18:15

I'd like to hear back from you on one technical issue with the course.

So much is happening and so much information is available, it's difficult to keep on top of everything or to plan way in advance. I think it is important to keep up, at least as much as possible.

I'd like to add readings or videos, which would be more like "recommended" readings than "required." I also want to invite you to add suggestions, as well. By the way, thanks Theresa for sharing the letter.

I've been finding that the news we receive from the major news media channels is weak at best (although not always). I've been finding more interesting news coming from educator sources and from some peer-reviewed academic sources (although, many of these suffer from the same political and corporate pressures as the mass media). I've listed some of these sources (there are many more) at the bottom of the first page of the course home page on the wiki (Badass Teachers Association, The Collaboraider, @TheChalkface, Diane Ravitch's blog, etc.). Many of these are on Facebook and Twitter, and have their own websites, as well. Although overwhelming at times, I find that these sites allow me to keep track of the pulse of what is happening.

I've also been finding that some good stories come through various channels on Facebook. Is anyone interested in participating in a Facebook Group that can be set up around the general topic of the website (Schools-Teachers-Parents)? It may be an easy way to share certain information that arises. At the end of the course, you can stay and continue to participate or remove yourself from the group.