Linguistic Identity

Bracher claims that linguistic identity is the identity register that has the most evident impact on learning http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1 p 17. This makes great sense since so much of our culture and meaning is based on language. We use language to describe and identify who we are to others and ourselves. The language that we use to identify ourselves has a great impact on how we view ourselves and on how others perceive us. For example, someone who identifies themself using attributes such as a lawyer, mother, soccer coach and runner perceives themselves and is perceived by others differently than someone who identifies themselves as unemployed, single mother, smoker and gambler.

Although we all may like to think that we don’t perceive others based on the language and descriptions used to describe them, the nature of our society has made us all culprits and victims of perception. The readings and discussions in this course have challenged me to become more aware of my preconceived notions and the roles that communities of practice and identities play in our actions and behaviors as motivating forces. This includes the impact of language and descriptions we use to describe ourselves and others.

Part of my job is to manage programs designed for people who are entering or re-entering the workforce.  We can never stress enough how important language and behavior are to employers. A job interview is a great example of how we use language as what Bracher refers to as identity-bearing signifiers. We want the employer to consider us for the job over all of the other candidates so we use language such as “honest”, “educated” and “trustworthy” to describe ourselves, “these identity- bearing signifiers embody socially valued ideals and attributes that we strive to enact” http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1 p 17. Our goal is to have employers recognize these positive identity-bearing signifiers and hire us for the position.

Many individuals in the groups that I  work with don`t use attributes such as “intelligent”, “capable” and “educated” to describe themselves because sadly, it is not who they believe they are. If they don’t consider these attributes to be part of their identity, it is difficult for them to convince employers that they possess the qualities that employers are looking for. For this reason it is essential to help the individuals in the group increase their confidence and self-esteem to liberate them and thus help them develop to their full potential which will enable them to be successful in their search for employment or continued education.

Working within these groups I often witness the rationalizations Bracher refers to in his chapter on linguistic identity.  When the individuals in the group have been unsuccessful in finding employment,  they frequently use these rationalizations to explain why they have not been able to achieve success. Often they blame their lack of success on someone else, which in my case is most often the employer. They comment on their lack of respect for the employer and the employers inability to do their job effectively because then for the individual it seems as though it is the employers `fault` and not their own. This allows them to feel less ‘bad’ about themselves. Bracher refers to this type of rationalization as self-serving attributions, “deflecting responsibility from oneself for events that negatively implicate one`s identity” http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1 p21.

Individuals in the group also develop defense mechanisms such as the sour grapes response that serves to protect their self-esteem and identity when they are worried that they will not be successful in a new endeavor. The sour grapes response refers to a situation when “ we convince ourselves that the outcome we failed to attain was not really important or desirable to us, then we will not feel as bad about ourselves for failing to get it” (Hoyle et al. 103) http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1    p 21. Often before they even attempt their new endeavor they begin to protect their self-esteem by convincing themselves and others that the outcome they desire is not important (for example, finding work is not important to them anyway). Bracher refers to this as the “`preempative sour- grapes rationalization” http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1    p 21.

Sour grapes rationalization and the self-serving attributions are used often in the groups that I work with because many of them have experienced a sense of failure in their lives and feel unsuccessful, in particular, in their job search and ability to gain employment. However, these types of rationalizations are used on a regular basis for many people in all aspects of their lives. I am guilty of using both of these rationalizations especially within my education. I can recall on many occasions after writing a test or passing in an assignment, convincing myself and others that I did not do well so that I would not be disappointed and have to explain to others if I really did not do well. I am also guilty of condemning teachers or professors of not being fair both before and after receiving an assignment mark. Taking the responsibility away from myself and placing it on someone else made it easier for me to accept and explain to others. After reading Bracher’s chapter on linguistic identity, I have actually identified myself unconsciously using both the sour grapes rationalization and self-serving attributions.

At some point in our lives we are all guilty of rationalizing situations as a defense mechanism to protect our self-esteem and identity. It is important for us as educators to be aware of these identity-bearing signifiers and the effects they have on learning and/or the failure to learn “Sometimes students resist becoming involved with or proficient in certain types of knowledge because such involvement and proficiency are coded as antithetical to one of their identity bearing signifiers” http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1 p 18.

Pedagogical Practices

I was challenged to think about my own educating and teaching practices last class when we were examining the pedagogical practices discussed in Bracher’s book Radical Pedagogy Identity, Generatively, and Social Transformation.

It is difficult to analyze our own educating styles because we often assume that our practices are accurate and are benefiting the individuals we are working with. Our pedagogical practices are part of our identity and who we believe we are, therefore, it is difficult to analyze and possibly critique them. Our instinct is to defend and protect our pedagogical actions and beliefs, “merely interrogating our pedagogical practices threatens our identity” http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1 p 135. We are often resistant to changing our current pedagogical practices or embracing new ones because these are the practices we are comfortable using and they often reflect how we were educated and trained to educate. We also assume that these are the practices that provide the greatest benefits to the individuals we are working with, however, this may not always be the case. We must also recognize “the negative consequences of pedagogical practices that we had previously assumed were producing benefits for our students and society”  http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1 p 136. In order to become aware of how our pedagogical practices are benefiting or potentially harming those we are working with, Bracher suggests we have to perform both an individual and group analysis of our pedagogical practices http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1 p 135.

In his book, Bracher encourages us to think about “what can bring us to identify and acknowledge, much less relinquish, the identity support we receive from the various nonproductive and harmful pedagogical practices we engage in” http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1 p 135. Prior to taking this course, performing an analysis on my pedagogical practices would have been much more difficult. I was not aware to the extent that I am now of how my pedagogical practices are based on my own motives and identity needs. This realization is the moment Bracher refers to as “rectification”; “coming to recognize that one’s own actions, based on motives (identity needs) that one may know nothing of, have served to produce a situation that one consciously wants to prevent” http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1 p 135- 136. It is the first moment Bracher describes in the process of (Self) analysis.

As educators, we want to be recognized for the work we are doing and the success that the individuals we are working with have. In order to be successful educators, we must be able to analyze our own pedagogical practices and the benefits or potential harm they have on others. For the past number of years I have had the opportunity to work as a coordinator in various Transition to Employment programs. These programs are designed for individuals who entering or re-entering the workforce. Often times the individuals in the groups are in receipt of social assistance, single parents or have never gained work experience. I love this work because at the end of the programs I get to see the positive changes that have happened in the lives of these individuals and their families. By the end of the program, the individuals have gained valuable work experience and many times gained further employment as a result of their work placements. However, more importantly, they have increased self esteem and confidence in their abilities and they now have a strong desire to pursue their education and/or career goals. Although I would not have previously considered it seeking recognition It gives me great pleasure to know that I was a part of their successful transition back to work  “Our most profound identity support (as is the case with everyone) comes in the form of recognition from the real: evidence that we have made a significant contribution to the lives of others” http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1 p 137.

For each group that I work with I have to adapt the program to meet their needs.  This can be challenging because I get used to developing the program to meet the needs of one group and the next group may have completely different needs. On the other hand, it is good for my pedagogical practices because it forces me to always be completing self and group analysis. It is my practice to ask the group on at least two occasions throughout the program to complete anonymous feedback forms because I like to know that I am meeting their needs and how I can revise my practices to better meet their needs. It encourages me to analyze and explore new practices when they provide suggestions that they feel would be of a greater benefit to them. When I receive feedback from the group I like to implement their suggestions to the best of my ability because I know their suggestions will contribute to the success of the program “When confronted with the realization that one of our current practices fails to make such a contribution while an alternative practice would succeed, our investment in the current practice is automatically diminished, irrespective of whatever appeal it may still have due to various other ways in which it supports our identity”  ” http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1 p 137.

It is my goal to be more aware of the impact my own identity has on my pedagogical practices and to try to adapt more of a critical pedagogy which “the aim is not to change students in any particular way but rather to provide them with the opportunities and resources to change and develop according to their own identity needs” http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1 p 103. 

Affective Psychological States

As I was reading Bracher’s book Radical Pedagogy Identity, Generatively, and Social Transformation, I found myself reflecting on our education system and how it attempts to meet the needs of children and their affective - psychological states. Although some may disagree, I don’t believe that our current education system has put in place effective resources and supports that will enhance students learning through supporting their psychological states.

There are so many learning styles and psychological states within our large class sizes that it is near impossible for one person to teach to all of the students needs. The lack of support and resources available in schools may be due in part to the fact that for the past number of years the education system has been going through a transformation. With more research and studies being conducted we are learning what works and what doesn’t based on the current needs of students. Administration and teachers in the education system are aware that the system is not currently working to its full potential and that things need to change but they are not sure how to do it. A large part of decision making in the education system is based on budgets and money and not with the best interests and needs of individuals in mind. Resources and supports are expensive, so they are often cut out of the budget which also cuts out the best interests of the individuals in the system. As a parent and as someone who is involved in the education system this is very frustrating for me.  What investment is more important than our young people who will ultimately shape our future?

Everything that I am learning in this class I can relate to my seven year old son who last year was diagnosed with ADHD.  I seem to be able to put everything in context when I relate to him. His diagnosis has given me an entirely new understanding of affective - psychological states and the effect they have on learning, social interaction and all aspects of life. Bracher states in his book that affective - psychological states such as hyper-arousal “make it difficult if not impossible to learn”. http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1 p 32. This has been our experience with our son.

Bracher also states in his book that we see the importance of affective-psychological states when they interfere with learning http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_1?ie=UTF8&qid=1332184211&sr=8-1 p 32. It was not until our son began school that we became aware that there was more to his struggles than we were able to help him with on our own. Prior to him beginning school he had a tremendous amount of energy that we tried to channel through lots of activities but when he began school and conformity was mandatory there were problems. Although he is a bright child, he could not concentrate for extended periods of time and he was not able to sit for any length of time. His condition was clearly having an impact on his learning, his social life and also on his identity. He became so used to getting in trouble for not sitting, not doing his work and being disruptive it was almost as if he gave up on trying to conform, and he began to seek recognition for the negative behaviors he was getting attention from. Perhaps without noticing, the teacher  labeled him, the students were beginning to label him and so were their parents. He was starting to not sleep at night, have night terrors and his personality was beginning to change, he was accepting his new identity and he was becoming a different child. That is when we knew we had to seek help. To some extent we are still dealing with the effects of his experience. I think it is important that we as educators realize the impact we can have on an individual’s life in such a short period of time. It almost seems impossible that what may seem like such small experience can have such an effect on us, but I think we can all recall experiences in our own education that did have an impact on our lifelong learning and our school experiences. Many have related to such experiences in these blogs.

The public school system is challenging for our son because it is not able to provide the resources and support to his hyper-aroused affective-psychological state. He is not eligible to have a teacher’s assistant with him nor does he require one full time. However, like many other children he does require extra guidance. Following verbal directions and staying on task can be challenging for him. He also needs extra guidance in social settings because not only is he hyper- active, he is also hyper-sensitive which often leads to miscommunications amongst him and his peers. Affective-psychological states such as hyper-arousal which cause impulsive behaviors that demonstrate a lack of control can be almost unimaginable for someone who has never experienced it. This is why it is so important for us as educators to be aware of various affective-psychological states and the impact they have on learning. However, it is not enough of the educators to be aware, the system also needs to put in place the resources and supports that will enable the educators to tailor their teaching styles to meet the needs and best interests of the individual.

I do believe that the education system has recognized that individuals do have independent needs, which is why they have developed programs such as IPP’s for children who are struggling. However, creating more paper work and outcomes for teachers is not the answer and it only adds to their already large work load. I believe that they are trying to promote independent, interactive hands on learning because they are learning from research that it works. However, increasing class sizes, decreasing the number of teacher assistants and cutting funding is not going to enable any improvements! In order to improve the education system, money can’t be the determining factor. Providing the resources, supports and the education required to make this transformation complete and successful will cost more money especially in the beginning. However, as a result teachers will be able to teach to the needs of the students creating healthy and supportive learning environments.

Identity

Bracher begins his book Radical Pedagogy Identity, Generativity, and Transformation by stating that identity is “the ultimate motive underlying all human behavior” http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_12?s=books&ie=UTF8&qid=1330715535&sr=1-12 p3. If this is true, it is essential that we as educators understand the importance and impact that identities have on learning. I’m not confident that society has a great understanding of identities and their importance as a motivating force. As suggested by Bracher, identity principle is at the root of all human behaviors and contributes to problems in our society such as racism, crime and substance abuse http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_12?s=books&ie=UTF8&qid=1330715535&sr=1-12 p 3-11.


As I was reading the first chapter of this book, I was reflecting on and analyzing some of my past experiences. I couldn’t help but think of some of the young people I have worked with in schools and in my community. These young people would be those who were considered “deviant” or “bad” and were always getting in “trouble”. I reflected on their life experiences. Many of these young people had not experienced all of the qualities Bracher describes as being essential to having a sense of oneself as a force that matters in the world. These qualities include continuity, consistency, agency, distinction, belonging and meaning http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_12?s=books&ie=UTF8&qid=1330715535&sr=1-12 p 6.

Often you hear people saying that children are “bad”. My father always said that you should never tell children they are “bad”, because they will begin to believe it and act that way. I guess he wasn’t far off the mark! Understanding the role of identity makes it much easier to understand why some children constantly act out in a negative way. If they are always receiving negative attention then that is the type of attention they are going to seek. It becomes their identity to themselves and to others. They feel the need to maintain their identity and receive the feedback they are expecting from others who are recognizing their behaviours, even if it is negative. For these children, this feedback confirms that they are type of person they believe themselves to be  http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_12?s=books&ie=UTF8&qid=1330715535&sr=1-12 p 4.


Not only does this type of identity have an effect an individual’s relationships in society, it also affects their learning. Learning must support identity in some way. When people are involved in behaviors such as crime and substance abuse that is what they are interested in learning about. These behaviors contribute to problems in society. Bracher states that “motivation can be lacking when students get all of the identity support they need from other sources”. Many individuals involved in behaviors such as crime and substance abuse get the support they need from their community of practice. They, therefore, have no motivation to attend school for academic reasons. Bracher also points out that individuals involved in these groups will resist academics and learning for the sake of their identity and how it will appear to others http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_12?s=books&ie=UTF8&qid=1330715535&sr=1-12 p 5.

There are many challenges placed on individuals in our society, and they have an impact on our identity. It is difficult to keep up with the latest trends in clothing, hair styles, cars, houses, body image, etc. We feel pressured to have all of these trends as part of our identity in order to “fit in”. This may contribute to individuals participating in negative behaviors because they know that they can’t keep up and make it part of their identity. They begin to find other ways to get recognition and other ways to have an effect on the world. Bracher provides some excellent examples of individuals seeking recognition in his book,  including the shoplifter who felt like in the moment they were committing the crime everyone was watching them, and everyone was waiting for their next move http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_12?s=books&ie=UTF8&qid=1330715535&sr=1-12 p12.

 Prior to reading this book, I would never have thought of a shoplifter as seeking recognition or wanting everyone to be watching them. It is sad for me to think that these individuals feel that the only way for them to get recognition and attention is to resort to crime. Another example Bracher used was of teen mothers who like the attention and recognition they receive from their family, friends and others when they are pregnant and when they have young children http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_12?s=books&ie=UTF8&qid=1330715535&sr=1-12 p12.

I think as educators, we are starting in the right spot by learning how identities affect learning, “To enhance learning and to reduce our most serious social problems, it is thus crucial that educators, policymakers, and the general public come to understand more fully the nature of identity and its needs and the way these needs motivate both the learning and the failure to learn and also contribute to our social problems”  http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_12?s=books&ie=UTF8&qid=1330715535&sr=1-12 p6.

By providing identity support as opposed to threatening or questioning one’s identity, we can support their learning by learning how identities affect learning, http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_12?s=books&ie=UTF8&qid=1330715535&sr=1-12 p5. Learning must support identity in some way. This is very difficult to do, especially when another’s identity is based on negative behavior and that is who they believe themselves to be. However, if we can make their learning relevant, they will be able to learn better. Bracher suggests through supporting identities and enabling learning, we can provide opportunities that will allow people to engage in self-description and expression of attitudes through small group discussions, individual conferences and in writing. This will give attention and respect to their opinions and attitudes while supporting their identity http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_12?s=books&ie=UTF8&qid=1330715535&sr=1-12 p 8.

As per our discussion in class, many times the students and individuals who seem to be the most “troubled” are the ones who need the most attention and care from us, but they are also often the ones it is most difficult to give it to. However, we all have a role to play in working toward a better society. As Bracher suggests, understanding and supporting identities by recognizing their impact on learning will allow us to reduce some of our most serious social problems, and as educators we all have the ability to do this! http://www.amazon.ca/Radical-Pedagogy-Identity-Generativity-Transformation/dp/0230621112/ref=sr_1_12? s=books&ie=UTF8&qid=1330715535&sr=1-12 p 6.

Communities of Practice

I was not aware I had so much to learn about learning before I started this course! I enjoy being able to apply what I am learning to my everyday life. I feel more aware of the learning situations taking place in various communities of practice surrounding me in my everyday life.

I am realizing how important it is for us as “intellectuals” to be knowledgeable about the learning that is happening around us so we are able to create ideal learning situations! In order for us to be able to create these ideal learning situations, we have to recognize what is preventing or hindering an ideal learning situation. If we are able to recognize the interferences we can make the necessary changes to improve the situation. I have made it one of my goals to pay more attention to the learning situations happening around me and to recognize that they may need improvement so that I am able to work on what I can do to make them better.

I was particularly interested in our class discussion regarding communities of practice and the vortexes that are created around them. So many times I see them evolving around me but I do not recognize them as learning experiences. I find it interesting how individuals are able to earn their right to enter into these vortexes based on commonalities and shared meanings of the group while others may not be accepted into the ‘vortex’ because they do not share the same meanings.

When I was reflecting on communities of practice and relating them to my own life, I realized that I belong to an almost endless number of communities of practice and from each of them I learn about different aspects of life. There have also been numerous communities of practice that I belonged to in the past but I have left as they are no longer relevant to me. There are also communities of practice that I have not entered yet but will in the future, and there are communities of practice that I tried to enter but I was not accepted. Dealing with feeling rejected from a community of practice is difficult because it makes the individual feel insignificant. However, it can also be difficult to enter and commit yourself to a community of practice because as we discussed in class, you tend to become vulnerable when you develop relationships within the community and you begin to care about the individuals and the meanings that you share.

As I was reflecting on the communities of practice I do belong or have belonged to, it was apparent to me that the most important community of practice that I belong to has also been the most influential. The community of practice that includes my family and close friends has shaped me into who I am today. This may also be the reason why I tend to relate a lot of my learning in this class to my families community of practice. I notice that in my reflections and blogs, I am always relating to the learning that my parents provided me with or to the learning of my son. Many of my memories also evolve from social settings from my families’ community of practice and it is when we get together so many memories are brought back to life. These memories would not have the same meaning for me if my family and friends were not in them.

I grew up in a household that would be considered “assertive” with a balance of participation and reification. My siblings and I were very lucky to be provided with this stability in our upbringing. As individuals we seek stability in our life and often if we don’t have the opportunity to experience that, it can be difficult to be an effective and productive member of society. The stability we feel also has an impact on the communities of practice we choose to belong to and those that we are accepted into. We often see young children in the school systems that are not able to find a sense of stability. They seek attention wherever they can find it and it is often through negative behaviors. This in turn produces a negative response. When we had this discussion in class, I reflected on my teaching experience. Individuals who have submitted themselves to “unacceptable” communities of practice through negative behaviors need the most love and attention. However, they are often the ones it is most difficult to give it to. If we alienate them further we are only reassuring their beliefs in themselves that they are “bad”, we contribute to their low self esteem and they continue making choices that are not in their best interest.

We saw how communities of practice can shape the person we become watching the movie “Crash”. This movie also made me more aware of my own preconceived notions and biases about other people and their communities of practice. It reinforced that old saying “don’t judge a book by its cover”. Many times in the beginning of the movie I passed judgment on the characters based on what my expectations were of them, however, at the end of the movie it is clear that my judgments were not accurate. In our society we can be quick to judge people from the outside looking in but things are not always what they seem. This can happen with first impressions, I like to think that I don’t judge others when I first meet them, but I have. I think it is essential to be aware these preconceived notions so that we can recognize them and attempt to challenge ourselves to think about our thoughts and actions and the influence they have on others. Everyone has lived their lives and has had both positive and negative experiences that we not aware of which have shaped who they are today.

It is my goal as an educator to make myself more aware of  my own preconceived notions so that I can work at the best of my ability to create ideal learning situations that will benefit people involved and also so that we as a society can work together to support one another and treat everyone fairly.

Learning Continued

I would like to begin by saying how much I enjoyed reading every ones first blog! It was great to be able to relate your personal learning experiences in the blogs to what I was reading. There were many times when I was reading that I reflected on a learning experience that someone had shared. The blogs really helped to bring it all together for me and further my understanding of the readings.

The fact that the blogs help to reaffirm what we are learning through the readings and classroom experience confirms what Crawford writes about in his book ”Shop Class for Soul Craft” and the way we learn through a shared dialectic http://www.amazon.com/Shop-Class-Soulcraft-Inquiry-Value/dp/1594202230 p.185.

I find that I learn much better in a classroom where there is room for discussion and sharing of experiences and opinions as opposed to learning by trying to figure things out on my own. At work I also like to work as part of a team, I have no trouble working independently but I like to know that there are other people around to discuss and share ideas with. I agree with Crawford that the standards of work are improved through social relationships and many times we come up with new ideas and things come to “light” as a result of working together http://www.amazon.com/Shop-Class-Soulcraft-Inquiry-Value/dp/1594202230 p. 187. I enjoy learning with others and it is great to have a class that can work together like ours. I think the blogs are a great way to bring the individuals in the class and learning together.

I wasn’t sure how ready I was to return to school and I knew that it would mean time management and dedication. I am enjoying being back in school. I can’t say that I always enjoyed school and learning but as I got older I developed a new appreciation for learning and the satisfaction that comes from it. I always need to leave room for progress as it is what keeps me motivated. I can’t imagine ever feeling that I know everything I need to know. Crawford refers to this in his book when he writes about striving for excellence and worthiness by cultivating a particular skill http://www.amazon.com/Shop-Class-Soulcraft-Inquiry-Value/dp/1594202230 p. 203.

Even though I found myself “skipping” over some of the mechanical explanations in the book ‘Shop Class for Soul Craft”, I enjoyed it. I can relate to the trades in this book and to apprenticeship in “Situated Learning: Legitimate Peripheral Participation” http://www.amazon.com/Situated-Learning-Participation-Computational-Perspectives/dp/0521423740  through my current position at work. Part of my job is to promote and encourage women in trades and technology. I have to say I have never thought of the term apprentice outside of the trades and certainly never applied the term to midwives, tailors, quartermasters, butchers and alcoholics as Lave and Wenger did http://www.amazon.com/Situated-Learning-Participation-Computational-Perspectives/dp/0521423740 p. 61-87. Lave and Wenger exemplify the social nature of our learning and knowing through these five studies of apprenticeship http://www.amazon.com/Situated-Learning-Participation-Computational-Perspectives/dp/0521423740 p. 61-87. I thought the study of Alcoholics Anonymous was a prime example of legitimate peripheral participation http://www.amazon.com/Situated-Learning-Participation-Computational-Perspectives/dp/0521423740 p. 79-84.

In working to promote and encourage women in trades and technology it has been my experience that many times women do not even consider a career in a non-traditional role. We encourage women to think about what they really like to do. Some women discover that they really like to work with their hands and do manual labor; however, until it is presented to them, they don’t see themselves in these roles. They seldom see other women in these roles and have often been told that trades are not something they should consider! I have worked with women who have worked on cars in their yard all of their life with their father, they loved it and they were good at it, yet they were never encouraged to become a mechanic. I have worked with women who are volunteer fire fighters and they love it but they were not encouraged to become fire fighters. It is my opinion that our school system, although it is getting better, does not provide enough encouragement for young women to pursue a nontraditional career. I have worked with one woman who wanted to be a carpenter when she was getting ready to graduate.  Her guidance councilor discouraged her from this and told her she would make an excellent hair dresser. She never did become a hair dresser, but she didn’t become a carpenter either.

Trades have in the past not been encouraged for many people in comparison to university; working with women in trades presents a whole new challenge! For many reasons people do not “believe” trades are careers for women.  You could probably say that women are not always welcome in the community of practice “vortex” we discussed in class. Some of the myths include that careers in trades are too physical for women, they are to dirty and dangerous. Of course, there is also the idea that the trades are a place for ‘men’ and women don’t belong!  In “Shop Class for Soul Craft” Crawford referred to his trip to India.  He came across a group of electricians and one of the things he wondered about was if they were making the same “sexual jokes” he would be making with his crew.  This is another challenge we often face working with women in trades and technology http://www.amazon.com/Shop-Class-Soulcraft-Inquiry-Value/dp/1594202230 p.200!

Despite the challenges I like to think that society is making a step in the right direction and again the community of practice “vortex” is evolving and advancing with time. The number of women training in trades and technology is increasing as is the number of women working in them. There are also programs being developed to encourage young women in junior high school to explore trades and technology before they enter high school and college programs to support women through their training and into the workforce.

It is ironic that as I was doing my reading “Shop Class for Soul Craft” for this course,  my younger sister was beside me doing her work and getting guidance from my father.  She is studying to become an electrician. I was struggling over the mechanical terminology in the book and  trying to figure out how Crawford’s Ohm’s law comparison http://www.amazon.com/Shop-Class-Soulcraft-Inquiry-Value/dp/1594202230 p. 165 related to learning and knowledge, when my sister spoke up to tell me she could show me the diagram if it would help me to understand. Until that point I didn’t realize there was much in common in the subjects we were studying,  but I guess education really is all connected!

Learning to Communicate

As I was reflecting on my notes from my first class for my Masters of Education, I realized that there are a lot of behaviours in our social cultural lives that we may not recognize we had to learn. This is especially true of our communication skills. Simple gestures such as eye contact, body movement and facial expressions are often considered to be "innate" or "second nature" to us; however, these are all behaviours that we have learned through observing and communicating within our culture.

The communication rules that are developed among cultures are expected by those around us and they become "norms". When a person does not conform by following these communication rules we begin to learn when we are born, the person is often considered to be "different" and many times do not "fit in" society. So much of our society is based on conformity that when people deviate from these social norms in their communication style whether it is by choice or due to their genetic make-up they are often ostracized.
Rules and conformity are essential in society in order to maintain control and prevent chaos. The goal of this blog is to create awareness for those who are not able to learn the various social communication skills and rules as easily as others. Many individuals will not remember being taught how to communicate or interact with others. However, for some individuals, especially individuals with neurological disorders such as ADD, ADHD and Autism, learning to effectively communicate does not come easily. They do need to be taught these social and communication skills, and it takes time. Too often in our schools, work and in social settings, society negatively labels those who are unable to effectively communicate.

Often it is taken for granted how easily many individuals are able to learn to communicate on their own with little guidance, simply by observing the world around us and participating in social interactions. Learning to communicate does not come so easily to everyone and I believe educators need to more aware of this. As in the case of most activities we participate in, learning is an ongoing process and the more experience we gain with a given skill, the better we become.

The activity of sitting back to back with someone and trying to carry out a conversation is a great example of how an individual whose communication skills are not developed may feel when having a direct conversation with another person. Our natural instinct is to want to turn our head, make eye contact and look at the person we are talking to. When you are not able to do that you almost feel awkward and it can be difficult to carry on a meaningful conversation. What if it was not your automatic response and your mind does not tell you to perform these communication gestures. You would be aware that "something" is different about the way you communicate and relate to others, as well as the way others communicate and relate to one another, but you have a difficult time figuring it out. One can only imagine that this would lead to feelings of frustration, anger and the feeling of not wanting to communicate at all. This in turn can further alienate one in a social setting or society in general. It is our job as educators to recognize these individuals and to provide the encouragement and support they need to become effective communicators and ensure they are not labelled in our classrooms.

As the parent of a six year old boy with ADHD, I am very aware of the social challenges that come with neurological disorders. Although I had heard of these challenges before, and on many occasions worked with children with neurological disorders, I did not truly understand the various challenges these individuals face, until I had my son. It is not that individuals with neurological disorders are not capable of developing effective communication skills; it is that it may require a lot of work, time and patience to achieve something that seems to come so easily and naturally to others. The role of educators is essential in supporting these individuals and taking the time to work with them.

I encourage everyone to think back to the class activity referred to above and remember how it felt! Next time you are working with someone who has difficulty communicating, remember that communicating effectively does not come as easily and naturally as we assume for all. Take the time to make a difference in their lives and ask yourself what you can do to help!

My son Rielly- Age 6