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7/30/2019 Icebergs and Worldviews
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Icebergs and Worldviews
Paradigms and Worldviews
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The Iceberg of Culture
Surface:
How people behave in public
Dress, food, music, art, architecture, use ofspace, interactions (e.g. between teacher andlearner)
Internal:
Beliefs, values, and attitudes
Patterns of thinking, habits
Into the Why
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Reflection
Reflexivity
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A Transformative Inquiry
Approach: Looks Under the Iceberg REFLECTION - a mirror focusing on actions
What do I notice happening here?
Kids interact more
Some kids focus on their work
Others dont focus
The noise level is higher
I feel less in control
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A Transformative Inquiry
Approach: Looks Under the Iceberg
REFLEXIVE APPROACH
Why do I prefer quiet classrooms?
What might be lost when kids are quiet?
What is happening to child autonomy? In what ways is community affected?
How do the children feel about centres?
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Traditions in Education
Po
sitiv
ist
SocialJustice
Progressive
Indigenist
The stories we cast... (Chambers)
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Positivist
Truth is objective, external (subjectivity is problematic, effort topredict and explain to improve control)
Knowledge can be separated into pieces (reductionist)
Learner is like an empty vessel to be filled
Teachers role is to transmit knowledge (upholds expert/novicehierarchy)
Learning is TRANSMISSIVE
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Progressive
Truth is subjective, internal
Knowledge is based in personal understanding
Students are like flowers in a garden
Teachers role is to facilitate individual learning
INDIVIDUAL CONSTRUCTIVIST
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Indigenist
Epistemology (knowledge) is inseparable from ontology (experience)
Knowledge is connected to place/ecology
Learners are seen as holistic
Based in an interconnectivity of people and planet Teachers role is to foster connections with interdependent universe
RELATIONAL/COMPLEXITY
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Be~coming
Be~coming Indigenist requiresus to leave the dominantparadigm
Transformative Inquiry as aphase connector
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The process of de-centering is
difficultDisrupting interior colonization leads to epistemological dizzinessand nausea.
McIntosh, 1998
How do we change?
TI offers space and time that iscomfortable enough to do this work
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Cultural Appropriation
If knowledge is formed in a relationship, it cant be owned. I guess
you could ask, would you own the knowledge or would it own you?
It becomes cultural appropriation when someone comes and uses thatknowledge out of its context, out of the special relationships that wentinto forming it. You have to build a relationship with an idea or withknowledge, just like you have to with anything or anyone else.
Shawn Wilson
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In your inquiry journal, complete
the prompts:
In terms of paradigms (positivist, progressive, social justice,indigenist), I feel a resonance with
My mentor teacher seemed to resonate