Icebergs and Worldviews

Paradigms and Worldviews

The Iceberg of Culture

Surface:

How people behave in public Dress, food, music, art, architecture, use of space, interactions (e.g. between teacher and learner)

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Reection

Internal:

Beliefs, values, and attitudes Patterns of thinking, habits Into the Why

Reexivity

A Transformative Inquiry Approach: Looks Under the Iceberg

REFLECTION - a mirror focusing on actions

What do I notice happening here?

Kids interact more Some kids focus on their work Others dont focus The noise level is higher I feel less in control

A Transformative Inquiry Approach: Looks Under the Iceberg

REFLEXIVE APPROACH

Why do I prefer quiet classrooms? What might be lost when kids are quiet? What is happening to child autonomy? In what ways is community affected? How do the children feel about centres?

Traditions in Education
t s i v i t i s o P So cia lJ us tic e
Pr o gr es siv e

Indigen ist
The stories we cast... (Chambers)

Positivist

Truth is objective, external (subjectivity is problematic, effort to predict and explain to improve control) Knowledge can be separated into pieces (reductionist) Learner is like an empty vessel to be lled Teachers role is to transmit knowledge (upholds expert/novice hierarchy) Learning is TRANSMISSIVE

Progressive

Truth is subjective, internal Knowledge is based in personal understanding Students are like owers in a garden Teachers role is to facilitate individual learning INDIVIDUAL CONSTRUCTIVIST

Indigenist

Epistemology (knowledge) is inseparable from ontology (experience) Knowledge is connected to place/ecology Learners are seen as holistic Based in an interconnectivity of people and planet Teachers role is to foster connections with interdependent universe RELATIONAL/COMPLEXITY

Be~coming

Be~coming Indigenist requires us to leave the dominant paradigm Transformative Inquiry as a phase connector

The process of de-centering is difficult

Disrupting interior colonization leads to epistemological dizziness and nausea. McIntosh, 1998

How do we change? TI offers space and time that iscomfortable enough to do this work

Cultural Appropriation

If knowledge is formed in a relationship, it cant be owned. I guess you could ask, would you own the knowledge or would it own you? It becomes cultural appropriation when someone comes and uses that knowledge out of its context, out of the special relationships that went into forming it. You have to build a relationship with an idea or with knowledge, just like you have to with anything or anyone else. Shawn Wilson

In your inquiry journal, complete the prompts:

In terms of paradigms (positivist, progressive, social justice, indigenist), I feel a resonance with My mentor teacher seemed to resonate