Difference between revisions of "Production Response"
From Dadaab Wiki
| Line 7: | Line 7: | ||
'''– And how can IK help us think (and do) differently vis a vis technology tools in learning and cultural contexts (in and outside of formal schooling systems)?''' | '''– And how can IK help us think (and do) differently vis a vis technology tools in learning and cultural contexts (in and outside of formal schooling systems)?''' | ||
| − | In the story presented by Brayboy and Maughan the idea of a different perspective of how teaching can be done was well illustrated from the point of view of indigenous ways. The article tackled the idea between the ‘Indigenous Knowledge Systems’ in comparison to our Westernized educational system. It was, however, careful not to simplify the issue into a right or wrong scenario, where there are only two sides to the story (Brayboy & Maughan,2009, p. 5). The point was to “… make visible the ways in which knowledge clashes between Indigenous and non – Indigenous educators might be transformed from places of destruction to sites of hope and possibility” (Brayboy & Maughan,2009, p. 2). The group of Indigenous pre-service teachers was at the center of discussion. Their understanding and presentation of knowledge were different when compared to what they were being taught at the University. The idea of what makes a ‘good teacher’ is different amongst the two groups, I think, because of the end goals that the knowledge will be used. In the Westernized educational system, it is very common for students to attain knowledge primarily based on facts, numbers, and abstract ideas. It is not uncommon for a teacher to hear the age-old question, “when will I ever use this in real life?”. This type of issue is not as common in an Indigenous Knowledge system as outlined by the tribal leader’s discussion with the University team. When the University team was asking these elders what the teachers needed to be able to do, they stated that it was essential that the teacher was able to great meaningful connections with the students. As well “teachers needed to show schoolchildren the ways in which their learning helps the entire community and how the curriculum relates to their everyday lives” (Brayboy & Maughan, 2009, p. 8). The focus of what knowledge is can be centered around the idea that it will have a purpose to the students later in their life. It will affect them directly, impact their culture and assist their community. | + | In the story presented by Brayboy and Maughan the idea of a different perspective of how teaching can be done was well illustrated from the point of view of indigenous ways. The article tackled the idea between the ‘Indigenous Knowledge Systems’ in comparison to our Westernized educational system. It was, however, careful not to simplify the issue into a right or wrong scenario, where there are only two sides to the story (Brayboy & Maughan,2009, p. 5). The point was to “… make visible the ways in which knowledge clashes between Indigenous and non – Indigenous educators might be transformed from places of destruction to sites of hope and possibility” (Brayboy & Maughan,2009, p. 2). The group of Indigenous pre-service teachers was at the center of discussion. Their understanding and presentation of knowledge were different when compared to what they were being taught at the University. The idea of what makes a ‘good teacher’ is different amongst the two groups, I think, because of the end goals that the knowledge will be used. In the Westernized educational system, it is very common for students to attain knowledge primarily based on facts, numbers, and abstract ideas. It is not uncommon for a teacher to hear the age-old question, “when will I ever use this in real life?”. This type of issue is not as common in an Indigenous Knowledge system as outlined by the tribal leader’s discussion with the University team. When the University team was asking these elders what the teachers needed to be able to do, they stated that it was essential that the teacher was able to great meaningful connections with the students. As well “teachers needed to show schoolchildren the ways in which their learning helps the entire community and how the curriculum relates to their everyday lives” (Brayboy & Maughan, 2009, p. 8). The focus of what knowledge is can be centered around the idea that it will have a purpose to the students later in their life. It will affect them directly, impact their culture and assist their community. |
Revision as of 14:47, 21 January 2020
On our calendar page, I provided some reading questions. Building on those, and using the Brayboy & Maughan (2009) and Mitchell, et al (2016) texts, write a critical essay/reflection that addresses (and/or extends) key ideas in the readings and/or some of the following questions:
– What can we learn from Indigenous ways of knowing as represented in Brayboy and Maughan’s story, particularly with regard to conceptualizing knowledge as a ‘verb’ (action, doing, in context) versus knowledge as a ‘noun’ (i.e., propositional knowledge, static concepts, abstract ideas, and ‘textbook’ facts)?
– How does this connect to some of the themes and concepts offered by Mitchell, opening up potential new ways of engaging and thinking about technology, literacy practices, and deeper learning?
– And how can IK help us think (and do) differently vis a vis technology tools in learning and cultural contexts (in and outside of formal schooling systems)?
In the story presented by Brayboy and Maughan the idea of a different perspective of how teaching can be done was well illustrated from the point of view of indigenous ways. The article tackled the idea between the ‘Indigenous Knowledge Systems’ in comparison to our Westernized educational system. It was, however, careful not to simplify the issue into a right or wrong scenario, where there are only two sides to the story (Brayboy & Maughan,2009, p. 5). The point was to “… make visible the ways in which knowledge clashes between Indigenous and non – Indigenous educators might be transformed from places of destruction to sites of hope and possibility” (Brayboy & Maughan,2009, p. 2). The group of Indigenous pre-service teachers was at the center of discussion. Their understanding and presentation of knowledge were different when compared to what they were being taught at the University. The idea of what makes a ‘good teacher’ is different amongst the two groups, I think, because of the end goals that the knowledge will be used. In the Westernized educational system, it is very common for students to attain knowledge primarily based on facts, numbers, and abstract ideas. It is not uncommon for a teacher to hear the age-old question, “when will I ever use this in real life?”. This type of issue is not as common in an Indigenous Knowledge system as outlined by the tribal leader’s discussion with the University team. When the University team was asking these elders what the teachers needed to be able to do, they stated that it was essential that the teacher was able to great meaningful connections with the students. As well “teachers needed to show schoolchildren the ways in which their learning helps the entire community and how the curriculum relates to their everyday lives” (Brayboy & Maughan, 2009, p. 8). The focus of what knowledge is can be centered around the idea that it will have a purpose to the students later in their life. It will affect them directly, impact their culture and assist their community.
