Here is my slideshow...FINALLY!!
Created with Admarket's flickrSLiDR.
Monday, December 3, 2007
Thursday, November 29, 2007
ANS 420
My instructor for AK Native Ways of Knowing posed some questions for us to discuss this week and this is what I came up with. I thought it fitting since all of us can relate in some way or another...
Unfortunately I feel like the expectations set for Native American or Alaska Native students within university environments are not as lofty as those set for non-natives with the reasoning behind these low expectations being that we are seen as not as capable. Deloria mentions that for Indians, Higher Education was only “higher” for Indians because it was “thought to be higher than the knowledge and experiences that Indians brought from their homes and communities” (133). Noel spoke of Native students being made to fit a mold and I think that is a major problem for them. I have witnessed native classmates who seem to be overlooked in class because, when they do speak, it is not quite what the instructor expected or wanted. The struggle begins with the underlying assumption that, although we are all free to interpret and use our education in any way we see fit, there is still the notion that there is a definite idea that we will all arrive at when we reach the conclusions of our educational careers. Our goals and expectations are pushed aside in favor of more socially and widely accepted standards; the goals of the larger population of non-natives are imposed upon us and we are taught that it is strange that we are not desperate to achieve these same objectives.
I would assume that for Native and non-Natives students, the costs of pursuing degrees in higher education are alike in many ways. Our bank accounts, social lives, sleep patterns, are all altered in some way or another, some more than others. The only difference that I see, however, is not unique to Native students. Yes, there is often a sense of not belonging upon return to their hometown/village/reservation, but many small, town non-natives have probably felt the same way. Sacrifices are made in our lifestyles, both traditional and/or modern. We’re sad because we cannot participate in the spring or fall hunts, but that is only temporary because, assuming we return to these places following graduation, we will be able to resume those activities. I never have led a subsistence lifestyle, but I can tell you that I did sacrifice a steady, nicely-rounded paycheck in favor of my education. That paycheck fed me just as subsistence lifestyles feed others. Like I said before, I hope that I can return to that lifestyle after college, but it is up to me. We all experience costs and I think it is difficult to spread those costs out on the table without attaching some sort of emotional weight to it. When that happens we start to measure our costs against the costs incurred by others and that never turns out well.
Unfortunately I feel like the expectations set for Native American or Alaska Native students within university environments are not as lofty as those set for non-natives with the reasoning behind these low expectations being that we are seen as not as capable. Deloria mentions that for Indians, Higher Education was only “higher” for Indians because it was “thought to be higher than the knowledge and experiences that Indians brought from their homes and communities” (133). Noel spoke of Native students being made to fit a mold and I think that is a major problem for them. I have witnessed native classmates who seem to be overlooked in class because, when they do speak, it is not quite what the instructor expected or wanted. The struggle begins with the underlying assumption that, although we are all free to interpret and use our education in any way we see fit, there is still the notion that there is a definite idea that we will all arrive at when we reach the conclusions of our educational careers. Our goals and expectations are pushed aside in favor of more socially and widely accepted standards; the goals of the larger population of non-natives are imposed upon us and we are taught that it is strange that we are not desperate to achieve these same objectives.
I would assume that for Native and non-Natives students, the costs of pursuing degrees in higher education are alike in many ways. Our bank accounts, social lives, sleep patterns, are all altered in some way or another, some more than others. The only difference that I see, however, is not unique to Native students. Yes, there is often a sense of not belonging upon return to their hometown/village/reservation, but many small, town non-natives have probably felt the same way. Sacrifices are made in our lifestyles, both traditional and/or modern. We’re sad because we cannot participate in the spring or fall hunts, but that is only temporary because, assuming we return to these places following graduation, we will be able to resume those activities. I never have led a subsistence lifestyle, but I can tell you that I did sacrifice a steady, nicely-rounded paycheck in favor of my education. That paycheck fed me just as subsistence lifestyles feed others. Like I said before, I hope that I can return to that lifestyle after college, but it is up to me. We all experience costs and I think it is difficult to spread those costs out on the table without attaching some sort of emotional weight to it. When that happens we start to measure our costs against the costs incurred by others and that never turns out well.
Tuesday, November 20, 2007
Inspiration
Hello all you turkey lovers! I hope everybody's semester is winding down nicely. I know I feel like my semester feels like it's winding up into a tornado! Pretty hectic!
I did want to mention how great Inspiration is. I don't know how often you all may be using the program, but I use it at least once a week and I am more convinced of its greatness with each use. I've used it to write notes for chapters in my textbooks, research papers, presentations and a few other things I'm sure. Anyway, just in case you forgot...it really is pretty useful. Thanks for introducing it to us, Skip.
I did want to mention how great Inspiration is. I don't know how often you all may be using the program, but I use it at least once a week and I am more convinced of its greatness with each use. I've used it to write notes for chapters in my textbooks, research papers, presentations and a few other things I'm sure. Anyway, just in case you forgot...it really is pretty useful. Thanks for introducing it to us, Skip.
Thursday, October 25, 2007
standards for a culturally responsive school
Recently in my ED 420 class, which some of you are in as well, we went over the Alaska Standards for a Culturally Responsive School. While I was reading the text I couldn't help feeling pressured. The document presented the standards as "guidelines" for educators to follow, but oh what aspiring goals to try to reach! If only I could be a teacher as well rounded as the guidelines suggest. Without a doubt, every single guideline was a brilliant suggestion for educators to follow in order to provide a better chance at success for the rural student. While some are definitely feasible, ("continually involve themselves in learning about the local culture), my concern is brought upon by the enourmous undertaking that following ALL the guidelines would require of educators, not to mention students and community members. I would love to be that teacher, it's just that it seems like it would take me another 4 years (at least) of school to even gain the kind of knowledge that the guidelines wish us to have. I hope that those who are educating us, the future educators, will realize that there have got to be some major curriculum changes for us before we can confidently and successfully apply the guidelines. Thank goodness that we have community members we can rely on for help if we need it.
Tuesday, October 9, 2007
Practicums
Well, the 5th week of school has started, along with the the first snowfall (to stick) on Saturday. I've been visting three different classrooms each week to satisfy my practicum requirements. I've got a fun group of first graders, a 7th-8th mixed group at Effie Cochran, and an intensive resource room with kids ages 5-11. Surprisingly, the resource room is my favorite. I have such a great time with those little guys that I've decided to entertain the notion of possibly pursuing a degree in special education. One thing I wanted to mention...I'm reading a book for another class and it mentioned that over a hundred years ago professional educators realized that Indian students were doing better academically when they were first taught in their own language, yet the government insisted that English-only assimilation was still the way to go. Just a little thought. Have a great week and Stay Warm.
Monday, September 24, 2007
Mixed Classes
I'm taking Ed 420 with a few of the people from ED 429 and I have to say, I am relieved that I'm able to sit in the classroom rather than participating via audioconference. We talk about a lot of really interesting subjects regarding eduction and it's hard to get a good discussion going. I would feel a little "short-changed," as Erica put it.It's difficult because when you have a comment, you want to share it right away, but because we have to share air-time, it's not always possible to do so. By the time you get a moment to voice your concerns/thoughts, we're onto a different subject. I hope that we can figure something out because I really think the class could be very enjoyable.
Monday, September 17, 2007
Fall at last
I believe summer is officially over. My first week here in Fairbanks was lovely, now it's rainy and cool. The good side to the colder weather is that the trees have begun their preparation for the cold and are dropping leaves like crazy. The streets are lined with trees of varying colors of greens, oranges, and yellows. Everyday I enjoy my walks to and from classes.
I was happy to hear some familiar voices in my 420 class. It's a really large class with just as many distance students as Fairbanks students. Lots of reading to do, especially when combined with my other classes. I started work at the Wells Fargo's University Branch. It's only for one day a week, so it will actually act more as a break from studying and school rather than a "job". I'd like to work more often, but 3 of the classes I'm taking each require 15 hours/semester of fieldwork. I think I'm gonna be a little busy. It was great reading about what all of you have been doing. Until next week...
I was happy to hear some familiar voices in my 420 class. It's a really large class with just as many distance students as Fairbanks students. Lots of reading to do, especially when combined with my other classes. I started work at the Wells Fargo's University Branch. It's only for one day a week, so it will actually act more as a break from studying and school rather than a "job". I'd like to work more often, but 3 of the classes I'm taking each require 15 hours/semester of fieldwork. I think I'm gonna be a little busy. It was great reading about what all of you have been doing. Until next week...
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