Two articles this week have really grabbed my attention, well one article and one part of a book.
So, for the book, I’ve been drawn to this idea that a place is where you view the world from. I’m not always human centric, but I do believe I’m a product of where I’m from. If that’s true, then, I guess what helps me become that product, or what enables me to see the world in such a way, and while culture, social settings, power imbalances, environment, and upbringing all play a part, we see the world from a place, and this establises a “point of view”. A point of view is describing how we see the world from our vantage point, our place (Casey, 2013).
I’d never really thought about this before. Where we are from establishes how we see the world, I mean it makes sense when I think about it, but it hadn’t really crossed my mind. So, Casey, although a dense, difficult read, has been helpful (this week anyway).
The second article that really got me thinking this week was more a recording of a conversation between a group of teachers talking about “science” (although I’m not really sure they were ever really talking about science).
Tippins, Hammond and Hutchison (2006) were looking into how immigrant teachers, or transnational teachers kind of taught about science.
The key take aways for me from this article are these ideas of functionalism depends on environment, hybridization of teacher values, and what a globally competent teacher might be.
The first idea, is always kind of in the back of my mind, but was interesting to see in this conversation. As someone who grew up in a more conservative educational context, it is difficult at times to really change into an inquiry based teacher. Deep down we fall back into what we know, what we experienced because that feels comfortable. We need to really address the hows and whys of who we are in order to really get this “new” way of teaching going. In order to do that, maybe we need to think about the different function we play in a different place. This might be way it is difficult for people to change in the same place, we see the same environment, but if we move, we may be able to see a different reason for teaching, a different purpose for our actions, which may help us change. I’m not really sure, but it’s something I need to think about for the dissertation.
However, as we move towards this new place, and this new function, we are kind of a hybrid of cultures and hidden assumptions, we don’t really have a full grasp on what is happening, especially if we are new to a place, so for a time we are in a kind of limbo. We are also changing the system because we are bringing new values into an established system. This article was looking from an American point of view, and as more immigrants came in to be teachers the system was also changing because of mixed and different expectations.
Finally, and very briefly, the authors talk about how we have to change our concept of a globally competent teacher. This is one that has really stuck with me since the concepts of teaching and learning course I just finished. We have assumptions based on who we are and how we we raised or educated. If we move those assumptions might change or develop or be stuck in a hybrid state. But as more and more people move, we need to think a little more clearly about what a “globally competent” person or teacher is. Especially in an international school situation. While the IB has values that are clearly publicized and available, how do we as teacher embody or embrace those values, is it clear as to what those values are?
Both of these readings got me back in the mood for research which is a good step going forward.
Casey, E. (2013). The Fate of Place: A Philosophical History. California: University of California Press.
Tippins, D., Hammond, L., Hutchison, C. (2006). “International teachers negotiating 21st century science classrooms: a question of hybridized identities and pedagogical imaginaries.” Cultural Studies Of Science Education 1: 681-692.