代写 ECH230 Human Society: Understanding Diversity

代写 ECH230 Human Society: Understanding Diversity

H istory &  H uman Society Zinnia Mevawalla & Prof. Jacqueline Hayden ECH230: Lecture 1 Human Society: Understanding Diversity Acknowledgements We would like to acknowledge: • The traditional owners of the land where we are meeting today, and pay respect to Elders past and present, and; • The children who’s stories will be shared throughout the semester. This  unit  is designed to raise  awareness of History,  Society  &  H uman Diversity 1. Understandings of social justice and citizenship 2. Concepts: shared heritage, environmental sustainability and civic participation in personal, local and global contexts 3. Critical thinking about the theory, practice and pedagogy of being a teacher and a learner 4. Consider and challenge your own perspectives Key  Unit Questions • What do we mean by human diversity, social justice, citizenship? • Why do we need to be critical thinkers? • How do these issues relate to our development as teachers of the K-10 history curriculum? • Why should we be concerned about ‘global issues’? Why should we  be concerned  about  ‘Global I I ssues? ’? The world is one stage and the actions of all inhabitants part of the same drama. -Nelson Mandela My journey as an Early Childhood  Specialist • Asia Pacific Region (Philippines, Bangladesh, Papua New Guinea) • Australia • Cambodia • Canada • East Timor • Mauritius • Namibia • Netherlands • New Zealand • Rwanda • St Lucia • South Africa • USA • Vanuatu • Zaire (DRC) • Zimbabwe Early Childhood  Professionals  are  “Holistic Specialists” ECD: Early Childhood Development IECD: International Early Childhood Development ECCD: Early Childhood Care and Development ECED: Early Childhood Education and Development ECCED: Early Childhood Care, Education and Development PRE PRIMARY : Services for children before they enter Primary School Arnston and Knudsen, 2004) Health, Mental Health and Nutrition Special Needs/ Early Intervention Early care and education opportunities in nurturing environments where children can learn what they need to succeed in school and life. Economic and parenting supports to ensure children have nurturing and stable relationships with caring adults. “Sense of belonging” Early identification, assessment and appropriate services for children with special health care needs, disabilities, or developmental delays Comprehensive health services that meet children’s vision, hearing, nutrition, behavioral, and oral health as well as medical health needs. Early Learning Family and community Support
代写 ECH230 Human Society: Understanding Diversity
  ECD Diversity- - Early learning environments Diversity – – concepts of childhood Why  global? Because diversity and disadvantage is not ‘out there’.... (Your) journey through this unit 1. From teacher to specialist.. 2. From classroom to world…. 3. From one perspective about children, childhoods to recognition of the multiple ways of working with children and families 4. From an understanding of our own culture to acknowledgement of, and respect for, diversity 5. From a defined professional identification to the role of facilitating social in whatever form that takes WHAT IS THE PURPOSE OF EDUCATION? Early Childhood “When we embrace a vision of social justice and ecological teaching in early childhood education, we join a lineage of educators who are intent on changing history, participating in the "ongoing story of men and women, ideals intact," who understand that how we engage with the youngest children in our communities speaks volumes about the kind of society in which we hope to live” (Pelo, 2008, p. xiii). History Micro history Macro history What is History? • A study of the past • History is not linear. It is not a chronology of inevitable facts that tell a complete story. • History is about investigating and uncovering phenomena of ruptures and discontinuities (Foucault, 1980). • History is not singular. It is made up of many legitimated vs. excluded histories. Who’s who? Knowledge & Power “The effects of the past and its power in the present are often silenced in traditional historical accounts which present history as a set of undisputed chronological facts or events caused by ‘great men’ who make discoveries, pass laws, govern countries and explore continents” (Mac Naughton, 2005, p. 147). Silenced, Marginalized & ‘other’  Histories? ? Mac Naughton (2005): • History is made through discourse, it is socially constructed. • History is about “the effects of the past and its power in the present” (p. 147). • History is about the “partialities, contradictions, gaps and silences” (p. 149). • Excluded: women, children, people who experience disability, the Indigenous, the socially, emotionally, mentally diverse, those of ‘other’ culture, race, ethnicity, background, LGBT community, prisoners, etc. ROSA PARKS ANNE FRANK A particular view of knowledge • One particular view becomes legitimized and institutionalized, it becomes the “norm”, it makes “natural” all the structures of inequality, exclusion and ‘othering’ that are in effect today. • “Knowledge that is sanctioned institutionally can produce such an authoritative consensus about how to ‘be’ that it is difficult to imagine how to think, act and feel in any other way” (Mac Naughton, 2005, p. 32) A particular view of knowledge • Division and fragmentation of knowledge (subject areas) and development (physical, social, emotional) • Hierarchy of knowledge and dichotomy between real learning / fun (Britt, 2012) • Focused on particular set of outputs: correct, neat, fast work (Britt, 2012) • Evaluation-based ranking of children that “reinforces the powers of expert domination… and the privileging of particular types of knowledge” (Cannella, 1999, p.42). Educational Discourse • Focus on technical/instrumental skills (Fielding & Moss, 2012). • “One-size-fits-all” approach (standardized testing). • “Shaving off of higher-order, critical and intellectual demand” (Lingard et al, 2002, as cited in Luke, 2003, p.143). • Increased accountability (teachers) and surveillance in a “growing culture of distrust” (Davies & Saltmarsh, 2007, p. 5). Educational Discourse Banking Education Education is Political • All truth, all education, all the things you know and all the things you will teach are political (Freire, 1970). • There is no such thing as an apolitical education – because neutrality, or to continue as we are, is to silently support the status quo (Freire, 1973). • As teachers, you need to be mindful of this and to choose your “truths with political intent” (Smith, in Mac Naughton, 2005, p. 19). History & Social Justice • The point of history is not to understand the past but “to understand the present in order to find new possibilities in it” (Mac Naughton, 2005, p.152). • “Students who do not see themselves as members of groups who had agency in the past or power in the present, who are invisible in history, lack viable models for the future” (Levstik & Barton, 2011, p.3). Children as Citizens • Child as ‘social actor’ • Child as ‘capable and competent’ • Child as ‘citizen of the present’ • Influence of sociology of childhood, philosophies of Reggio Emilia, Italy; and children’s rights discourses (Britt, 2012) Transformative Education • Meaning-making (Dahlberg, Moss & Pence, 2007) • Contextualized learning (Freire, 1998) • Authentic, engaging, creative, imaginative, “real” learning (Hewett, 2001) • Recognizing many ways of thinking, being, doing, knowing • Critically reflective praxis (for children & teachers) • Education as a process of participatory research (Horton & Freire, 1990) • Social justice and emancipation (Giroux, 2010) • Equality, fairness, inclusion and participation (democratic values) • Children as active citizens of the world ECH230: Learning Outcomes • Develop political and ethical awareness of issues around human diversity and history • Know the self as a learner and teacher through critical reflection • Understand responsibility to practice inclusive and socially just pedagogies • Become familiar with the syllabus • Critically and analytically consider “othered” children/families • Engage with alternative pedagogical approaches to studying history, diversity, human society and the environment WHAT IS THE PURPOSE OF HISTORY & HUMAN SOCIETY IN EDUCATION? Housekeeping 1. Tutorials: No tutorials in week 1, tutorials start next week 2. Lectures: Beat traffic, rise early, no coffee lines, when you’re here by 9am! Please remember you need to listen to all the lectures in order to complete the reflections. However, some lectures are online only (you can find which ones in the unit outline). 3. Readings: Readings for week 1 now up on e-reserve! Please also download syllabus and unit outline (from iLearn) 4. Reflections: Why are we doing this? The purpose of reflecting is to get you to look inward, this is your own space for documenting, for critiquing and challenging your own thoughts and ideas as well as the little power and critical thinking struggles that we hope this unit will challenge you to engage in. Each week there will be some different provocation or stimulus for you to consider – these are already up on iLearn under the reflection section but the questions to address these will emerge throughout lectures and online postings. Importantly, 2 of your reflections (week 11 & week 13) are going to be included in your final assignment (assignment 3). 5. iLearn: Using Turnitin for all assignments this semester – internals and externals. 6. Staff: The best way to contact is via Dialogue function in iLearn. FIN A Forewarning…
代写 ECH230 Human Society: Understanding Diversity