In reading these articles I have come to the realization of a simple idea that most everyone else in class is probably already aware of- Life is just a big series of constructions and deconstructions. As we move through life our experiences add to our body of knowledge and allow us to construct and deconstruct as is fitting.
We as educators hold a powerful tool for this process for our students- curriculum. As we saw in the Tupper and Cappello article curriculum can take an idea which has been omitted and is largely unfamiliar and it can become something causes change. Students studying the treaties in many cases were forced to deconstruct their existing ideas and construct new ideas about treaties, history, First Nations peoples and other aspects of their lives. For some students this undoubtedly led them to consider aspects of their lives they had not even really been aware of previously. Take for instance the comment of the young woman from p. 573:
"When I listen to us-even still-it's like 'them'-I don't know-I was thinking about it as we were going around, it's almost like everyone says them or they like they're all one group, and I'm sure-and I just did it too-it's something that I'm going to have to adjust to now that I'm thinking about it"
The curriculum resulted in this young woman taking a powerful look at the language used by herself and others. To that point she had not likely thought about the language she and others used.
I guess my point here is that we as educators owe it to our students to give them as much of the story as possible on which to base their constructions and deconstructions. If we show them during their time with us that the construction they currently have should always be open for deconstruction, perhpas they will carry that through life and keep an open mind for the series of constructions and deconstructions to come.
Christy
Comments (2)
In response to the author of 'Constructions and Deconstructions', I challenged my Academic Success and Study Skills class in this area today.
We had a session today on the topic of Diversity and how it impacts our personal narrative as well as our worldview. As the discussion on diversity developed, the notion of America being the great "melting pot" was brought to my attention.
Interestingly enough, the class participants unanimously agreed that indeed American is a 'melting pot', at least until we begin deconstructing this concept.
I found that once introduced to a new story, a new narrative, and vision towards diversity, the class began to discover or should I say tear down this notion of 'sameness', likeness, and assimilation in order to embrace different cultural concepts, attitudes, and perspectives.
Upon the completion of class, students discovered that the 'melting pot' theory no longer fit them.
It appeared that with the help of the instructor and with the introduction of a new narrative, student’s now see themselves (America) as a 'salad bowl', a metaphor used to describe the harmony of collective differences coming together to produce distinctive, but magnificent taste.
Johnny Smith
Posted by Johnny Smith | June 30, 2009 12:33 AM
Posted on June 30, 2009 00:33
Johnny, I really enjoyed reading the Tuppper & Capello article because of its "constructivism and deconstructivism". In counseling, there are many methodological approaches to healing; some which include talking about the present condition of living and saying what you want for the future. Basically, you are constructing a new future for youself by setting goals to reach what you want in life. However, another approach is a sort of deconstructivism approach which goes deeper and broader into the person. It is when one goes backwards revieiwing layer by layer in time and place where experiences left an impact on oneself. The therapist gently allows the client to give voice by going through these life experiences again before carefully moving back to the present. By deconstructing a life time, one has been given voice. That's all anyone wants in life; to be heard and validated. At that point, the client can move forward in one's life and begin to construct meaning and significance by establishing goals, desires, and even a new legacy from oppression to living a full happy life.
I feel this is what the article's thrust was all about. Whether for individuals, students, groups, racial groups, etc., giving voice through one's narrative is a healing process. Several phrases in this article popped out at me, "officially sanctioned" referring to the curriculum that was to be taught, and the phrase, "making mute", referring to the lack of sighposts which would have signified the Cree and Saultreaux Nations' historical sights along the highways.
When I read, yet another article, about how nations choose their history they wish to protray, I just want to cry for it is so sad when nations choose to block out significant lives of a certain people and elevate one race over another. Years ago, I interviewed a Cherokee woman about her impressions of America. She wrote back to me and said how angry she was with America in that they (the government) choose to genocide the indian nation. I had never given thought to our history in terms of "genocide" but that is exactly what we did.
My point in all of this is the hope that ALL nations could aknowledge and give voice to ALL people and treat diversity with respect. This article allowed such a voice, and by encouraging students to be aware of the multiple voices in history, especially with the growth of a nation, what wonderful stories we would have to share! I think it is time to deconstruct and construct all historical narratives and give voice to all, the indian, the blacks, the chinese, and the list goes on and on.
Posted by Diane | July 1, 2009 11:38 AM
Posted on July 1, 2009 11:38