Category Archives: teaching

Epistemology, Pedagogy and Democracy in the Digital Age Bibliography

The Virtual Self @nora3000 at #Brocku [visual notes]
The Virtual Self, visual notes by Giulia Forsythe on a talk by Nora Young at Brock University March 2013 (Learn more about Giulia’s amazing Visual Practice here).

It has been a treat to delve deeper into the web of scholarship that charts the intersection of so many different philosophical inquiries that concern pedagogy as a branch of the digital humanities these last few weeks. The metaphysical and epistemic questions that guide our social, ethical and political discussions around the larger purposes of curriculum cast an incredibly broad net, but are undeniably arising out of the digital revolution in communicative technology we are living through. And so my bibliography covers a lot of ground:

  • What is knowledge in the digital age? How is it attained, where does it ‘live’?
  • If in fact knowledge has changed, how should we go about teaching in this new era?
  • And how do these shifts in knowledge and social processes affect the nature and purpose of citizenship?

Answers to these questions lie in fields of sociology, philosophy, political science, and education, but I have tried to locate and share readings that plot the intersection of these topics as relates the narrower field of ‘curriculum.’

Andreotti, V. d. O. (2011). The political economy of global citizenship education. Globalisation, Societies and Education, 9(3-4), 307-310.

Biesta, G. (2013). Learning in public places: Civic learning for the 21st century. Civic learning, democratic citizenship and the public sphere.

Biesta, G. J. J. (2012). Doing Emancipation Differently: Transgression, Equality and the Politics of Learning. Civitas Educationis. Education, Politics and Culutre, 1(1), 15-30.

Downes, S. (2012). Connectivism and connective knowledge: Essays on meaning and learning networks. National Research Council Canada, http://www. downes. ca/files/books/Connective_Knowledge-19May2012. pdf.

Feldman, S. B., & Tyson, K. (2014). Clarifying Conceptual Foundations for Social Justice in Education International Handbook of Educational Leadership and Social (In) Justice (pp. 1105-1124): Springer.

Garcia, J., & De Lissovoy, N. (2013). Doing School Time: The Hidden Curriculum Goes to Prison. Journal for Critical Education Policy Studies, 11(4).

Howard, P. (2014). LEARNING COMMUNITIES AND DIGITAL CITIZENSHIP IN ONLINE AFFINITY SPACES: THE PROMISE AND THE PERIL. INTED2014 Proceedings, 5658-5658.

Khoo, S.-m. (2013). Between Engagement and Citizenship Engaged Scholarship (pp. 21-42): Springer.

Lentz, B. (2014). The Media Policy Tower of Babble: A Case for “Policy Literacy Pedagogy”. Critical Studies in Media Communication(ahead-of-print), 1-7.

MacGregor, J., Stranack, K., & Willinsky, J. (2014). The Public Knowledge Project: Open Source Tools for Open Access to Scholarly Communication Opening Science (pp. 165-175): Springer International Publishing.

Martin, C. (2011). Philosophy of Education in the Public Sphere: The Case of “Relevance”. Studies in Philosophy and Education, 30(6), 615-629.

Monteiro, H., & Ferreira, P. D. (2011). Unpolite Citizenship: The Non-Place of Conflict in Political Education. JSSE-Journal of Social Science Education, 10(4).

Queen, G., Ross, E. W., Gibson, R., & Vinson, K. D. (2013). I Participate, You Participate, We Participate…”: Notes on Building a K-16 Movement for Democracy and Social Justice. Workplace: A Journal for Academic Labor(10).

Rice, J. (2013). Occupying the Digital Humanities. College English, 75(4), 360-378.

Schugurensky, D., & Silver, M. (2013). Social pedagogy: historical traditions and transnational connections. education policy analysis archives, 21, 35.

Sidorkin, A. M. (2010). John Dewey: A Case of Educational Utopianism. Philosophy of Education Archive, 191-199.

Sidorkin, A. M. (2014). On the theoretical limits of education Making a Difference in Theory: Routledge.

Siemens, G. (2014). Connectivism: A learning theory for the digital age.

Talisse, R. B. (2013). Sustaining democracy: folk epistemology and social conflict. Critical Review of International Social and Political Philosophy, 16(4), 500-519.

Willinsky, J. (2013). Teaching for a World of Increasing Access to Knowledge. CALJ Journal, 1(1).

Précis: A Critical Consideration of the New Pedagogy in its Relation to Modern Science

Dr. Montessori in the garden of the school at Via Giusti. Image courtesy of the University of Pennsylvania

Maria Montessori presents a critical consideration of the “New Pedagogy” (1912) by discussing the advent and implementation of the “scientific pedagogy” that took root in Italy around the turn of the 20th century. Montessori’s critique focuses on the shortcomings of scientific pedagogy to address the human subjects (and observers) involved in the study of teaching and learning.

In establishing her critique, Montessori finds fault with an overemphasis on the instrumentalization of pedagogy which comes at the expense of a more authentic manifestation of the spirit of learning. This spirit of learning is connected throughout her argument as part of the same pursuit of knowledge that has sustained human progress since the beginning of civilization. She cites examples of rigid student desks and behaviourist means of doling out rewards and punishments as elements of “scientific pedagogy” that run counter to the spirit of discovery that is central to learning.

For a new pedagogy to emerge within this context, Montessori argues that teachers ought to be prepared to engage the act of teaching as one oriented toward “a conquest of liberty” that provides an education in which pupils are seen as future agents of human regeneration. To this end, she proposes educationists elevate the study of pedagogy to that of its own scientific exploration: part of the larger narrative of human progress that is embedded within the histories of science, technology, and the broader humanities, and yet informed by its own unique contexts and possibilities.

Montessori, Maria George, Anne E. (Trans), (1912). The Montessori method: Scientific pedagogy as applied child education in “The Children’s Houses”, with additions and revisions by the author. , (pp. 1-27). New york, NY, US: Frederick A Stokes Company, xlii, 377 pp. doi: 10.1037/13054-001

Why Picket

On the picket

On the picket with my mom and sister.

Hey all,

As we get toward the end of our first week on the picket line, I wanted to take the opportunity to invite the discussion of how we might share ideas to maximize our efforts in what could be a crucial week of negotiations between teachers and the government.

I realize that some of you may not be enthused about the prospect of being pilloried in a sandwich sign while you’re asked to pace in front of your job site for a few hours every day, and know that not everyone is the sort of extravert that is able to jump into these sorts of things easily, even when they agree with the cause. But I would point out that the purpose we are serving on the picket line is twofold:

  • We are refusing / preventing work normally done on our work site to apply pressure on management / government at the negotiating table;
  • We are building public awareness of key issues which greatly undercut the government’s steadfast narrative of greedy teachers demanding more free massages and “more than twice the raise any other union got.”

*cough* despite not coming off two years’ of zeros as teachers are. 

To these two purposes, I would argue that our attention while on strike is much better utilized if we focus on the second of these two goals. In most industries, a union withholding its labour penalized the owners financially as capital is prevented from moving and thus accumulating value. To most employers, this financial pressure can create an immediate effect; we saw this in action when the truckers’ union at the Port of Vancouver went on strike earlier this year, effectively shutting down a major port of trade, and were granted a deal in less than a week. But as the withholding of our labour actually saves the government millions of dollars a week, we can see that merely closing our work site created minimal (in fact opposite) leverage for our union in its negotiations. If we stick to this course of action, the government would have little incentive to not let the strike drag on until October until we’re broke enough to accept a deal that would negate all of the work, sacrifice and difficult choices we have made to get us to this point.

What matters, it seems to me, and could help us greatly in our cause as our walkout goes into a second week before summer vacation takes the public eye away from our negotiations, is the raising of public support for our struggle for a fair deal in this round of bargaining. Part of the way we do this is by positively representing ourselves and our intentions while on the line. How we interact with traffic, pedestrians and other working people in our communities goes a long way in establishing a public perception of our union and its efforts that many of us have long-wished was more a part of the face of the BCTF. For better or worse, while we are ‘on the line’ in front of our schools, we are who our neighbours are seeing as the union they keep hearing about on the news these days. They could drive by and see a bunch of folks socializing in lawn chairs with their signs propped up against the tent-les; or they could see an enthusiastic team of teachers actively courting their support and solidarity.

By all means, take some time to get warmed up. Bring a lawn chair to rest your feet or back, and catch up with your colleagues. Play a guitar. But each shift should be making a concerted effort to connect with the people driving and walking through our neighbourhood. You’d be surprised the effect of an engaging smile and a wave from a passing stranger, let alone fifteen.

Eye contact creates empathy and respect between people, even when they disagree. Pour on the kindness to those with stern glances, birds or words. Reasonable people can disagree, and these interactions allow people to take a stance on the issue of our negotiations. For my part I can say that in our weeks on the picket so far, these have been many, many more honks, waves, thumbs-ups, solidarity-fists, and smiles than there have been their negative counterparts. And as the government continues to stonewall progress on a labour-disruption that – for the moment – impacts every corner of the province, the imbalance has only grown. This groundswell of support is our only means of influencing government’s posture at the bargaining table, and we should actively continue to court it across our lines this week.

To this end I compel you to demonstrate resolve to stand together as a school against an imposed contract that would not only perpetuate the injustices of the past, but would further degrade the conditions of our province’s schools.

Not everyone feels as passionately as I do, perhaps, and I think that’s fine. A union is intended to be an expression of democracy, and the differences in our opinions make us stronger, not weaker. But at the moment we are on strike, the result of just such a democratic expression of the membership, even if you voted (or would have preferred to vote) no. If you are disconcerted by the hope of having ‘gone out,’ I would further add that the duration, not to mention the end results, of our current job action could depend on us maximizing our efforts to engage the public while out picketing.

If you are unconvinced, try driving by a school with a handful of teachers picketing from lawn chairs. Then drive by Charles Best as their entire staff is marching the length of Como Lake Avenue with their signs asking the province for A Fair Deal. Drive by Gleneagle during any shift many of our recall teachers are out there, and I would bet that it becomes a little harder to dismiss our union as an unreasonable party to an eternal gridlock in BC education.

Our energy line has pioneered a few new picket moves this week, and will be exploring more original material next week. Mike and others have supplied new and creative signs for our zone on Landsdowne. And there is talk of a ‘costume’ day on the line next week.

As the kids in my neighbourhood keep asking me in their scrawled hop-scotch courts marking the days of their newfound summer vacation, to boot: why don’t we have any sidewalk chalk out there? 

We aren’t on strike because we’ve lost or are losing. We’re on strike because we still might win. But what there’s left for us to win might have to be won this week.

So let’s make it count.

See you out there,

Bryan

15 Myths Used To Demonize Teachers

iStock_000010622696SmallWhenever there is a labour conflict between Teachers and Government all the mythology that surrounds the teaching profession begins to swirl about

Every myth ever conjured about teachers by child or adult is suddenly used to twist together a bizarre caricature. The image of teacher is transformed into that of an immoral, greedy, freakish demon which needs to be put in its place for the good of the children. To that end, the Government is inevitably called upon to exorcise the beast and the demon teacher is legislated back to work.

I have managed to survive two rounds of demonization and legislated exorcism in my career and I figure I am destined to survive another but In the meantime, lets take a look at some of the myths society uses to shape their concept of ‘teacher’ in both good times and bad.

Myth #1: Teachers never leave the school.

I think everyone at some point in their young grade school lives, figured their teachers never left the school. I still remember standing dumbfounded when I saw my grade 1 teacher out and about in the community one Saturday. I still remember asking   “Mom! Why is Mrs. MacDonald out of the school?

Myth #2: Those who can’t do, teach

I would say this is the most famous and perhaps most resilient myth out there about teachers but ultimately it is a falsehood.

In my 18 years a teacher I have worked with a former olympic athlete, a CFL lineman, a world-class marathoner, lawyers, a fire fighter, a former military officer, a professional dancer, a touring musician, authors and a myriad of other talented and wonderful people who have come to teaching for any number of reasons.

What is perhaps more inspirational are those who went straight into teaching because THAT is what they wanted to do more than anything else in this world. It is these teachers that are the foundation of our school system and to speak ill of them is tantamount to speaking ill of Gandhi, God or Gershwin.

Myth #3: Teachers are not as well-educated as people in other professions.

Let me just start with this. What a load of stinky horse manure.

90% of the teachers I work with have Masters degrees. Of that 90% most have 3 degrees. A number of teachers I have worked with over the years have had PhD’s and one of my colleagues is finishing up a PhD from Oxford. So if you think this myth to be true… You might want to reassess your definition of education.

Myth #4: Teachers don’t have children of their own.

Even as a Sr. High School teacher I get looks of amazement or an audible “Ew gross!”, when students learn I have children of my own. It is as if there is this belief that teachers take and oath of celibacy or are surgically sterilized as part of some ritualistic initiation into the teaching profession.

Honest, many of us have children and we know what it is like on both sides of the playground fence.

See #Thisismystrikepay for further evidence that we procreate.

Myth #5: Teachers don’t care about kids!

Lets just stop and think about that for a second… Yah you are right. That one is just an outright stupid myth.

Myth #6: Teachers don’t understand how difficult job action is on families

Refer to myth #4

Myth #7: A good teacher can be effective regardless of circumstance.

This myth is a favourite amongst those who are looking to ‘reform’ the education and justify cutting teacher wages, taking away teacher benefits or changing conditions of employment. They say things like “If we had better teachers, our school system wouldn’t be in decline” or “The reason Finland has such a GREAT education system is that they have better teachers”

On the surface it is easy to get on board with this myth and say “YAH! If only we had better teachers!” and as flattering as it is to have people thinking that teachers are capable of overcoming massive class sizes, lack of resources, poverty, drug and alcohol abuse, mental health issues, family discord, eating disorders, physical abuse, hunger, medical conditions, bad parenting, learning disabilities… All without any help. It isn’t going to happen.

As fantastic of a teacher as I think I am, there are just some kids I cannot help within the confines of a classroom without the proper supports in place outside of the classroom.

Myth #8: Teachers are not as good as they use to be.

Let’s be honest. Teaching back in the day was a piece of cake. There was nowhere near the complexities in the classrooms of the past that we see in our classrooms today.

If you grew up in Canada and are over 40, your school experience was more than likely very WASP’Y. There was no diversity of any kind when I was a kid. There was no such thing as ESL and if there was, it wasn’t in my school. Learning disabled kids went to a “special school” or they dropped out. Bad kids were eventually kicked out.  The curriculum was simple and straight forward. There was no special adaptations or deadline extensions.  All anyone needed to do in order to pass was to be present, polite and have a pulse. Life and teaching was simple back in the day, today not so much.

Myth #9: Teachers don’t care about taxpayers!

Lets see… Last I recall, I get a whack of money taken off my pay cheque just like everyone else in this world and it is called income tax. I guess that makes me a tax payer just like everyone else.

Of course we care about the tax payer because you and I are getting hammered to death with rising fees and rates to compensate for the corporate tax cuts the Government handed out when they came to power. This whole mess we have before us today is because of taxes and the lack or misappropriation of said taxes.

Myth #10: Teachers get paid through the summer.

One of the very first conversations I ever had about the teaching profession after I graduated was based on this myth. No I do not get paid during summer. I get paid over 10 months, September through June. Some teachers choose to have their pay distributed over a 12 month period so they have some income over summer but we get paid for a 10 month period.

Myth #11: Teachers can collect unemployment benefits over the summer.

There was a time way back before I was a teacher that this nice little perk was true (in some jurisdictions). Today however, if you have a job to return to in September (Continuing Contract), you cannot collect UI.

If you have a Temporary Contact and do not have a job to return to in September you can collect Unemployment benefits and the tax payer is funding your summer. The irony here is that the Province would like to be able to run the education system as if all teachers were temporary teachers. This would end up costing Tax Payers far more than what the current system does because the Province would be on the hook for paying 40,000 teachers during the school year and paying unemployment benefits for 40,000 teachers over the summer months as well.

Myth #12: Teachers qualify for a full pension after five years. 

This fallacy comes from the way a teacher’s pension is calculated. Even my family seems to think this is a truth. “Boy must be nice to qualify for a full pension already!”  Is the usual summer time backyard barbecue refrain.

Teachers qualify for a full pension after reaching a factor of 90. (Years of Teaching + Age = 90). This qualifies you for a full pension and your income is based on the income of your best five years.

Myth #13: The teachers pension pays you 100% of working income and all their health benefits for as long as they live.

Don’t I wish! If a teacher reaches factor 90 they can collect 70% of their working income during their retirement years. Health benefits are not paid once the teacher reaches 65.

Myth #14: As a tax payer, I am paying for every last cent of a teacher’s retirement.

I could see how people would be annoyed by a teacher’s retirement package if this were true but the teachers’ pension is 80% fully funded. This means that 12 billion dollars worth of investments, managed through a joint trusteeship between the BCTF and the Provincial Government generate enough revenue to cover 80% of the payouts to retired teachers.

The remaining 20% is funded jointly between tax payers and teachers but the ultimate goal is to make the teachers pension entirely self funding so absolutely nothing comes out of the tax payers pocket. In fact it would be in the taxpayers best interest to ensure this pension fund does become self funding rather than seeing it dismantled.

Myth #15: Teachers can’t be fired.

Well I hate to break it to you but since I have been teaching, I have seen a number of teachers dismissed and it didn’t really seem all that difficult to send them packing. If the union was standing in the way, it acted as more of a door mat than an obstacle

What people don’t seem to understand is that there is a process for dismissing teachers and this process is there to protect everyone involved. Contrary to popular belief, to have a system that allows teachers to be fired on a whim is neither ethical or practical and can result in more harm being done than good.

 

There you go. 15 common myths about teachers that are just a bunch of bunk. So next time you are talking to the demon in your child’s classroom, remember their horns and devilish red skin are probably made up of myths.

Comparison of British Columbia & Finland

Wait!!! Before you click away, I know what you are asking. “Why in gods name are you comparing British Columbia and Finnish education system? That is a tired 1-string banjo you are playing and no one wants to hear it.“ and I completely agree with you BUT this is different… I promise.

This post was born from a Twitter conversation with one of British Columbia’s finest politicians @MaryForBC. The gist of which was, I complained about the @bcliberals and their education funding policies and @MaryForBC countered with pleasant 140 character “Golly gee Keith, things aren’t that bad!” (I paraphrase)

During the discussion someone threw Finland into the mix as a foil to highlight all #BCED shortcomings. Then, @MaryForBC countered with a predictable insult, suggesting the main reason the Finnish system is so good is that they choose their teachers from the top third of students whereas BC Teachers are chosen from the bottom third… and so it went.

@MaryForBC did however; open the door for a broader conversation about the differences between Finland and BC. Tweeting that: “I think it is all worth looking at” So just for fun I collected some data.Screen Shot 2014-05-13 at 11.56.17 AM

Please understand that I do not intend this to be the final word on the subject, just a conversation starter. I realize I am trying to compare a Nation to a Province but even so, I feel the comparison is still compelling. In compiling the information shared in the table, I had to look here there and everywhere so it is a bit of a hodgepodge but I am confident that all the data is accurate. I will update should I find better information.

In the comparison, I do not look at just school related items. I take a look at the bigger picture, specifically the economies of each. The similarities between Finland and British Columbia are really quite surprising. Population, exports, income levels are all relatively similar. When you are looking at the side-by-side comparison in the table that follows, try to consider how the similarities and the differences play out in the respective school systems.

What I found most surprising in all these numbers was the unemployment rates of these two jurisdictions. Finland has a higher rate of unemployment than British Columbia yet it’s rate of childhood poverty is just slightly over half of what BC’s is. When it comes to children in classrooms poverty is an extraordinarily important measure. There is no amount of teaching skill that can overcome the immediate effects of poverty and Finland seems to realize this.

Another difference I found interesting was actually in a similarity. The difference came in how teachers’ unions are viewed in each jurisdiction. In British Columbia the teachers’ union is viewed as the spawn of Satan, whereas in Finland the teachers’ union is seen as a partner in education with which government has a cooperative relationship.

Beyond the aforementioned, what this comparison illustrates to me is that Finland seems to see value in supporting all their citizens and their education system is only a small part of a social and economic system that works toward this end. To simply credit the success of Finland’s education system on the way they train their teachers, as @MaryForBC did, is astoundingly myopic.

I would hope that this comparison instead, illustrates that the current state of BC’s education system is not a simple matter of teachers not doing their job or being greedy but instead is the result of choices our government(s) has made. Choices that do not put all citizens on an equal footing. Choices that do not even come close to showing the kind of egalitarianism that Finland shows toward its citizens.

 
British Columbia
Finland
Education Comparison
Teaching CredentialsBachelorsMasters
University Tuition5 - 6K per yearNO COST
Professional DevelopmentTeacher directed & out of pocketTeacher directed - State funded
Professional AutonomyUnder AttackVery High
Teacher OrganizationUnionizedUnionized
Teacher EvaluationContract drivenContract driven
School Governance60 School DistrictsManaged by Municipalities
# of Public school Students549,836600,000
# Private Schools347 (2012)NO for profit private schools
Req Classroom Hours850 – 950592
Instructional Days186180
Class Size AveragesGrade dependentNo greater than 20
School Start5 - 6 Years6 - 7 Years
General Comparison
Population4.4 Million5.5 Million
Dependant Population50% (Approximate)53%
GDP220 Billion247 Billion
GDP per capita $43,473 (CAD)$38,658 (USD)
Income gap Top:Bottom10.8 Times5.6 Times
Population Below Poverty Line15.511.9 (2012 - Updated)
Child poverty rates18.6%9.4% (Updated - 2012)
Unemployment rate6%8%
Youth Unemployment13.2%20.5%
Number of Billionaires 51
Personal tax rate 70K/yr29.7%40%
Corporate Tax Rate11.5%20.0%
Exports$74 Billion (2012) $78.23 billion (2012)

3D Printing in my classroom

IMG_3913

Our Printer – Cat NOT included

3D printing in my classroom has taken over my life. I need to go to 3DPA (3D Printing Anonymous) post-haste. Last night was the final straw as I was flopping and flipping about, trying to figure out how I am going to get 30 student 3D print jobs completed before the end of the year.

Since this very cool piece of machinery arrived in my classroom May 1st, I have been doing everything in my power to get the kids up and running. Creating their own 3D objects to print before year’s end. The main focus has been figuring out how kids can create bobble heads of themselves.

The machine we decided to purchase the Flash Forge 3D printer based on the reviews we found on-line and ultimately the price point. As conscientious educators, we had to seek out a product that would provide us the most bang for our buck and I think we hit the mark. So far the printer has been bomb-proof and worked right out of the box. One of the extruders is a bit finicky but I think it is just a simple matter of finding the right setting. The biggest challenge is capturing an image that you can actually print.

We have had a varying success over the past three weeks trying to capture and render a 3D image of ourselves. Our first go round we were following a guide from a website called Instructables. It used an app called 123D capture to collect our images and render a 3D model. Unfortunately, of the 30 kids in the class, only 4 of them managed to capture and render an 3D object worthy of printing.

This is not to say that this particular method wasn’t any good just that it wasn’t intuitive or efficient enough to get a classroom of 30 kids up and running without a lot of hand holding and troubleshooting.  I would still recommend reading the guide as it has a lot of good information for preparing the capture for printing so it is still worth a perusal.

Enter Skanect

I stumbled upon this bit of 3D capture software while looking for another method of capturing 3D images that was quicker and less fussy. Essentially it is a brilliant piece of software that allows you to hack the scanning power of the XBox Kinect and employ it to do a 3D scan of pretty much anything you want.

Now all I need to do is connect my Kinect to my laptop using a $2.99 adaptor from Amazon, fire up the software, sit a kid down in an office chair, line them up into the scan zone and tell them to slowly rotate around for 30 – 50 seconds. Voila! Bob’s your uncle and you have a 3D scan of yourself.

The following scan of pretty old me took 15 minutes from scanner to printer. Kids work coming soon.

ScanningRendered ImageCleaned up Image
PrintingFinished ProductPainted

Resources

Here are some 3D scanning and editing resources worth checking out.

Skanect - 3D scanning with your XBox kinect scanner

Instructables - Great resource for learning how to creating 3D objects for printing (FREE & Paid)

123D - 3D capture software. On and offline versions (FREE)

Meshmixer - Great little 3D editing tool for prep your images for printing (FREE)

Sculptris - An AWESOME 3D sculpting too worth checking out (FREE)