The idea that has inspired me for this week’s #umwdomains topic actually came up in our cohort discussion last time, but it is a theme Weller continues in Chapter 9–the idea of openness, and of mixing the personal with the professional. I’ve struggled with this personal/professional mix. When I first started Facebook, I joined for purely professional reasons–that’s where my students were, and I wanted to connect to them. But then later former students, highschool friends, my parents, my in-laws, my Aunt Bert, my husband’s cousins, my colleagues, my neighbors…everyone joined… and although at first it was fun reconnecting those relationships, I now feel that Facebook is no longer the place for the professional. Its a place where I post cute pictures of my kids and pets, and of my vacations, and maybe links to articles or videos about some issues of importance to me (although I try not to be too contraversial or overbearing, because that friends list is so diverse I’m sure to offend someone, probably a family member). So I thought Twitter and Linkedin might be where I should be professional. But Linked-in is sort of boring, and Twitter is still overwhelming, but I’m trying.
This week I posted on both Facebook and Twitter links to some things that are of great importance to me personally, but also related to my professional interests. Many of you may know that I have an 8 year old daughter with Down Syndrome. My FB friends see many posts of her accomplishments and the cute things she says and does (along with her twin brother, who does not have DS). Disabilities, and the rights of persons with disabilities has taken on new meaning for our family–it’s personal! So two stories really touched on those interests that I’ll share here too. The first is about the Ideal School, in NYC where inclusion is not just a nice term that doesn’t mean much, but a way of learning for both the students with disabilities and the students without:
This story really spoke to me, because it really seems to be the “ideal” I have of a school, for my children, but also for my students here at UMW. In this place, individual learning and accomplishment is valued. Diversity and difference is valued. Life skills and social skills are taught along with academic subjects.
The second story was the opposite. Not my dream, but my nightmare:“Man with Down Syndrome who died in police custody loved law enforcement”
This is the fear of every parent of a child with a disability–how will they interact with the world when you’re not there to protect them, and how will the world treat them back? I can’t help but think that if there were more “ideal” schools, more “ideal” education at every level and in the workforce, there would be less tragedies like this one.
And so I’m on to the professional–my ideal education. I want student learning to be deeply engaged, to have personal meaning, to be experiential, to happen in a community of fellow learners, and to be fun. So I did an experiment in class last Wednesday.
The students in my Spanish 320G (a topics course on the culture of service and social action in Spain and Latin America) had read a wonderful short story by Emilia Pardo Bazán, a nineteenth-century realist writer. The story depicts the riders of a Madrid street car traveling from the city center through one of the city’s wealthiest neighborhoods on a happy Sunday afternoon. The idyllic scene is interrupted by a poor woman and her baby, who are short of cash for their ticket. The wealthy travelers take up a collection to cover her fare, and then shower the extra funds on the woman, who seems not to appreciate their generosity, but instead interrupts their lighthearted scene with too much information about her cad of a husband who had abandoned her for another woman. When the narrator tries to console the woman with encouraging words about how she should look on the bright side, that at least she has her son to care for her in the future, the poor woman reveals her baby’s face and the blank stare of the blind child.
Instead of a typical class discussion on various aspects of the story–themes, characters, imagery–I divided the class into 7 groups and assigned each part of the story to depict in images, each choosing a quote from the story as the image’s caption. I gave them only about 20 minutes to do it, and set up a site on google docs where each group was to create its slide. We immediately had problems–web browsers that weren’t supported by Google, difficulty transferring images saved on Macs–, enough that we had to end class without presenting the show. But when I went back to it in preparation for Friday’s class, I was so pleased by their work, and of how each group really was able to select both text and image that got at the essence of the greatness of Pardo Bazán’s story. I loved it so much that I posted it on Slideshare, even though I’m not quite sure where the images were taken from, and perhaps I’ll need to pull it down if someone questions me on it. But still, as an in-class activity, I loved how this got students to approach literature in some different ways, and then to work together to create something that communicated their understanding. Take a look!