Advanced Study of the Learning Sciences- Blog Post 1

Being Normal is Abnormal, Abnormal is the Norm



Our world is an infinite number of completely unique experiences, that each human can experience in their own way. Even two individuals experiencing the same moment will have a unique experience to it, a moment that is seen completely through their own eyes, through their own mind, and their own individual perspectives. “In a species made up of unique beings, a truly normal individual would be truly abnormal (p. 161)“ (Davis, Sumara, & Luce-Kaplar, 2015). Yet the traditional models of our school system are devised so that the best predictors of success for students is the extent of their parent's education (Davis, Sumara, & Luce-Kaplar, 2015) and not necessarily on the ability of the individual. Davis, Sumara, and Luce Kaplar (2015) state that this situative view of learning is “distributed in your physical, social, and cultural environments” (p. 142). 
There are many ways in which teachers can create an environment that creates a space to allow for the situative nature of education to be effective, but it truly begins with the language that we use. The hidden curriculum and partiality that Davis, Sumara and Luce-Kaplar (2015) speak of, is surrounded by the language that we use as educators. It is an incredibly useful process to think of the words you are using daily in conversations with students to ensure that you are creating a safe and respectful environment for all students. This statement is about awareness of your language and not censorship; it is a fine line to walk, but important to be aware of. The inclusiveness of your language can help build communities that feel more comfortable in sharing ideas, working cohesively and being a stronger community. 
As an example, in my own practice and having students in the LGBTQ community, as well as students from feminist perspectives, have reminded me of the use of the word “guys.” It was very common in my practice in saying “hey guys….” to a larger group. Not realizing that using this language (even if it was just subconscious) alienates much of the group. There are better ways of getting a group's attention and it was a simple fix (after much practicing, and asking for students to help remind me). Changing this small moment in my routine may go unnoticed by many of my students, but is one conscious step that I can make as an educator to help make my learning experiences inclusive to all students.
As educators we are often caught up in the realm of “too”, “too busy,” “too many kids,” “too much to remember,”  and so on. It needs to shift to finding small steps that can make a large impact on the small situative classroom we teach in. 

I have also posted a second blog on a project I did on perspectives. Please see A Short project about perspectives on this site. https://rohlered.blogspot.com/2019/07/a-short-assignment-on-perspectives.html


Davis, B., Sumara, D., & Luce-Kapler, R. (2015). Engaging Minds: Cultures of Education and Practices of Teaching (3rd edn.). New York: Routledge. Retrieved from 
https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-ebooks/detail.action?docID=2038974 


Comments

  1. Sra. OuthetJuly 16, 2019 at 12:28 PM

    Hi Riley,

    I too have been more mindful in terms of how I speak with my students and create a learning environment. A lot of discussion has gone in to how we speak to each other in the classroom in an effort to make everyone feel safe and engaged.

    I also really like how you bring up the idea of feeling alienated based on the language that someone has used. This has happened to me numerous times and I often reflect on this and consider how my words affect my learners.

    Thanks so much for your writing. I appreciate the thoughts and ideas that you share!

    ReplyDelete

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