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Presentation #6 - Coggle Diagram
Presentation #6
KEY QUOTES
Aoki
"authentic and true education involves a reclamation of the fullness of mind and body, a more holistic curriculum at a school can have a deep and lasting impact on "the ways people are attuned to the world " Aoki, 2005, p.360
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Aoki call us to "de-privelege" situations...so that "a clearing can be opened to allow humanly embodied narratives to dwell contrapuntally with meta-narratives". p.209
instead of focusing on apparent differences culturally and linguistically, Aoki (2005) reminds us that there are profound spaces in between which are "marked by the cracks in the world" p.321
"students like me were schooled in two schools, a doubled schooling that positioned us in the midst of a two-fold of pacific languages and histories:. p.303
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re: BC Ed and schools encouraging and accommodating cultural diversity: "such an imaginary that gives birth to the metaphor of community as diversity produces, in its seeming liberal openness and tolerance of other, a silent form that contains and constrains differences on the underside of diversity". p.307
quoting Bhabba (1990). "the image of community as diversity is a liberalized image inevitably couples by a constraint, that is, "a norm constituted--a norm given by a host society or dominant culture which says that these or other cultures are fine, but we must be able to locate them on our own grid"
"The Pacific community as difference: what is needed is a disruption that relocates us away from the space of demographic pluralism inscribe in diversity to a borderline space that permits "negotiations of cultural translation" (Bhabba, 209). p. 308
"that interspace where the otherness of others cannot be buried as is done within the imaginary of community as diversity
"I question the imaginaries I've been schooled within" p.308
"become aware of the adopted imaginaries within which we are enacting our curricular actions and thoughts". p. 312
"articulating in the enunciatory space of the imaginary of difference requires a positioning at a margin" p. 310
"we are challenged to be explicit about the imaginaries that allows articulation of the other".
"I coaxed myself to re-situate myself, to reflect on my own narrative imaginary withint which I've been inventing my stories or personal experiences as a Canadian with the label of Asian minority". p. 312
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IDEAS FOR ACTIVITIES
INSTEAD OF POINTS have everyone read Xi story and watch salmon people video, connect somehow to meaningful quotes and "make something"
Watch video of the story "this poem heals fish"
everyone creates own poem integrating conversation from "making" and "sharing" and a deeper integration of a quote.
TASK: look up and replace a few English words with japanese words (calligraphy) and hulkomenum words.
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