Difference between revisions of "Deko"

Latest revision as of 09:40, 19 February 2020

Hello!

My name is Deko Shahow, one of the graduates at York university who left her home due to the political unrest that lead to clan conflicts and confrontations in the Horn of Africa. I grew as a refugee in Dadaab, which is home to thousands of people who fleed from different native countries. Life is never easy growing up in a refugee camp. It's the life of poverty, limited access to to education and the opportunity to be enrolled in the class was very few during my early age, but with the hard work of my parents who supported me, I was lucky enough to be among the few that got an opportunity to be enrolled in school. Now I am a big girl who is educated and perusing her Master's degree in Education in the faculty of York university based in Canada.

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Some of the ideas based on the story of the Bean about indigenous knowledge emphasizes the importance of indigenous learning compared to other forms of learning like traditional and western knowledge. Indigenous learning makes individuals to be analytic thinkers due the rootness it has, to my idea indigenous people are owners of the land so they are familiar with the environment and climate changes that occurred in their area that is why they said indigenous knowledge is tied to the land and within the reading Henry was called in order to show teachers ways in which the learning helps their school children to knowledge that relates to their everyday lives. Indigenous people see learning indigenous knowledge in schools will make their children to practice their language and culture.

Indigenous knowledge learning system is more of practical than theory. As critically engaged educator I can certainly see advantage of taking lessons through practical, particularly the analysis about bean-plant experiment. With these, learners will be able to gain first- hand knowledge by doing and seeing how changes occur stage by stage and it fully leads learners to gain skills and experience based on the experiment taken. The author made me to understand that indigenous knowledge is also handed down in the family-lines from generation to generation (as … traditional). Where one of the female teacher-student have shared her experience based on the knowledge of the sky and the patterns of the stars “knowledge comes from experience.” Where she discussed about when to plant and what kind of seeds to plant at specific time by looking the constellations of the stars.

This is also a concerned shared (Chika E, 2019) where she said that indigenous communities are known to have intimate knowledge to their phenomena, much very well than educated person from Western world. Her was to mainstream indigenous knowledge in all fields of study and to her evidences was, she carried out an experiment by comparing indigenous knowledge techniques and western knowledge techniques in the field of agriculture and later on she founded that, the one with indigenous system yielded thrice than the with Western system. Really these reminded me a story my grandfather used to tell us during our early ages. Our grandfather used predict the rains by looking at stars. Saying like if certain kinds of stars appear on a certain side of the sky, we will receive rain together winds by telling us together around him by looking the sky and so on…

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 Multiliteracies; New literacies [Production two]

                                                                               The “WHY”

Some key aspects based on why was mainly visions related to work, citizenship and life worlds. Based on identity, creativity, public lives, and as well working lives. “Pedagogy of Multiliteracies” these paper talks about new London group consists of 10 members, contributes ideas based on what they want to happen in the teachings both literacy and language by meeting both onsite and virtually who committed themselves as a collaborative writing exercise. Members of the New London Group noticed that, there is need for change both the language and the literacy since the world is changing day after day. With that members of the New London Group will be able to create networks and affiliations based on technology. As critically engaged educator, this is extremely evident that the use of technology helped them to achieve their goals despite their geographical space.

                                                               The “WHAT”  

The what pedagogies of multiliteracies are based on designers of meaning – available designers and the re- designers in relation to design elements and designers for other modes and multi-modal meanings. “In the old literacy, learners were passive recipients or a best agent of reproduction of received” this statement is also against “Banking Model’’ where the teacher is the producer of knowledge and the learners are the consumers (Freire P, 1970). He discussed the significance change we as communities of individuals can make in society towards to our future students, to give students voice in their own education. And this reminded me about the situative learning that occurs in the apprenticeship where the old-timers will begin a task through the process of modeling, coaching and fading (Kirshner, 2006). With these process learners will able to be an active role in learning since learning results from engagement, involvement, and participation and with that perspective, learners will be able to develop their power to perceive critically.

                                                        The “HOW”

The “how” of a pedagogy of multiliteracies deals with the dimensions of learning under situative practice such as critical framing and transformed practice in relation to experience, conceptualizing, analyzing, and applying. With these four dimensions, students are able to use an idea learned through practical contact with observation of facts or events in a way of breaking a complex topic into smaller parts in order to gain a better understanding of the theme thus through multiliteracies perspective, the learners will be in a position to shift from consumers to producers. Students will acquire invariable diverse knowledge, experience, interest, and life-texts to the learning situation. This is a concern shared by (Lave &Wenger, 1991). Legitimate peripheral participation leads the communities to have gain skills, knowledge, experience that can help him or her hand in hand since all people are born with different talents, abilities, and so on.

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