代写 ECH230 Human Society: Understanding Diversity
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代写 ECH230 Human Society: Understanding Diversity
H istory & H uman Society
Zinnia Mevawalla & Prof. Jacqueline
Hayden
ECH230: Lecture 1
Human Society: Understanding Diversity
Acknowledgements
We would like to acknowledge:
• The traditional owners of the land where we
are meeting today, and pay respect to Elders
past and present, and;
• The children who’s stories will be shared
throughout the semester.
This unit is designed to raise awareness of
History, Society & H uman Diversity
1. Understandings of social justice and citizenship
2. Concepts: shared heritage, environmental
sustainability and civic participation in
personal, local and global contexts
3. Critical thinking about the theory, practice and
pedagogy of being a teacher and a learner
4. Consider and challenge your own perspectives
Key Unit Questions
• What do we mean by human diversity, social
justice, citizenship?
• Why do we need to be critical thinkers?
• How do these issues relate to our
development as teachers of the K-10 history
curriculum?
• Why should we be concerned about ‘global
issues’?
Why should we be concerned about ‘Global I I ssues? ’?
The world is one stage and
the actions of all
inhabitants part of the
same drama.
-Nelson Mandela
My journey as an Early Childhood Specialist
• Asia Pacific Region (Philippines, Bangladesh, Papua New Guinea)
• Australia
• Cambodia
• Canada
• East Timor
• Mauritius
• Namibia
• Netherlands
• New Zealand
• Rwanda
• St Lucia
• South Africa
• USA
• Vanuatu
• Zaire (DRC)
• Zimbabwe
Early Childhood Professionals are “Holistic
Specialists”
ECD: Early Childhood Development
IECD: International Early Childhood Development
ECCD: Early Childhood Care and Development
ECED: Early Childhood Education and Development
ECCED: Early Childhood Care, Education and
Development
PRE PRIMARY : Services for children before they
enter Primary School
Arnston and
Knudsen,
2004)
Health, Mental
Health and
Nutrition
Special Needs/ Early
Intervention
Early care and education
opportunities in nurturing
environments where children
can learn what they need to
succeed in school and life.
Economic and parenting supports
to ensure children have nurturing
and stable relationships with
caring adults.
“Sense of belonging”
Early identification,
assessment and appropriate
services for children with
special health care needs,
disabilities, or developmental
delays
Comprehensive health services
that meet children’s vision,
hearing, nutrition, behavioral, and
oral health as well as medical
health needs.
Early Learning
Family and
community
Support
代写 ECH230 Human Society: Understanding Diversity
ECD
Diversity- - Early learning environments
Diversity – – concepts of childhood
Why global? Because diversity and disadvantage is
not ‘out there’....
(Your) journey through this unit
1. From teacher to specialist..
2. From classroom to world….
3. From one perspective about children,
childhoods to recognition of the multiple
ways of working with children and families
4. From an understanding of our own culture to
acknowledgement of, and respect for,
diversity
5. From a defined professional identification to
the role of facilitating social in whatever form
that takes
WHAT IS THE PURPOSE OF
EDUCATION?
Early Childhood
“When we embrace a vision of
social justice and ecological
teaching in early childhood
education, we join a lineage of
educators who are intent on
changing history, participating
in the "ongoing story of men
and women, ideals intact,"
who understand that how we
engage with the youngest
children in our communities
speaks volumes about the kind
of society in which we hope to
live” (Pelo, 2008, p. xiii).
History
Micro
history
Macro
history
What is History?
• A study of the past
• History is not linear. It is not a chronology of
inevitable facts that tell a complete story.
• History is about investigating and uncovering
phenomena of ruptures and discontinuities
(Foucault, 1980).
• History is not singular. It is made up of many
legitimated vs. excluded histories.
Who’s who?
Knowledge & Power
“The effects of the past and its power in the
present are often silenced in traditional
historical accounts which present history as a set
of undisputed chronological facts or events
caused by ‘great men’ who make discoveries,
pass laws, govern countries and explore
continents” (Mac Naughton, 2005, p. 147).
Silenced, Marginalized & ‘other’ Histories? ?
Mac Naughton (2005):
• History is made through
discourse, it is socially
constructed.
• History is about “the
effects of the past and its
power in the present” (p.
147).
• History is about the
“partialities,
contradictions, gaps and
silences” (p. 149).
• Excluded: women,
children, people who
experience disability, the
Indigenous, the socially,
emotionally, mentally
diverse, those of ‘other’
culture, race, ethnicity,
background, LGBT
community, prisoners,
etc.
ROSA PARKS
ANNE FRANK
A particular view of knowledge
• One particular view becomes legitimized and
institutionalized, it becomes the “norm”, it makes
“natural” all the structures of inequality,
exclusion and ‘othering’ that are in effect today.
• “Knowledge that is sanctioned institutionally can
produce such an authoritative consensus about
how to ‘be’ that it is difficult to imagine how to
think, act and feel in any other way” (Mac
Naughton, 2005, p. 32)
A particular view of knowledge
• Division and fragmentation of knowledge (subject
areas) and development (physical, social,
emotional)
• Hierarchy of knowledge and dichotomy between
real learning / fun (Britt, 2012)
• Focused on particular set of outputs: correct,
neat, fast work (Britt, 2012)
• Evaluation-based ranking of children that
“reinforces the powers of expert domination…
and the privileging of particular types of
knowledge” (Cannella, 1999, p.42).
Educational Discourse
• Focus on technical/instrumental skills (Fielding &
Moss, 2012).
• “One-size-fits-all” approach (standardized
testing).
• “Shaving off of higher-order, critical and
intellectual demand” (Lingard et al, 2002, as cited
in Luke, 2003, p.143).
• Increased accountability (teachers) and
surveillance in a “growing culture of distrust”
(Davies & Saltmarsh, 2007, p. 5).
Educational Discourse
Banking Education
Education is Political
• All truth, all education, all the things you know
and all the things you will teach are political
(Freire, 1970).
• There is no such thing as an apolitical education –
because neutrality, or to continue as we are, is to
silently support the status quo (Freire, 1973).
• As teachers, you need to be mindful of this and to
choose your “truths with political intent” (Smith,
in Mac Naughton, 2005, p. 19).
History & Social Justice
• The point of history is not to understand the
past but “to understand the present in order
to find new possibilities in it” (Mac Naughton,
2005, p.152).
• “Students who do not see themselves as
members of groups who had agency in the
past or power in the present, who are invisible
in history, lack viable models for the future”
(Levstik & Barton, 2011, p.3).
Children as Citizens
• Child as ‘social actor’
• Child as ‘capable and
competent’
• Child as ‘citizen of the
present’
• Influence of sociology of
childhood, philosophies
of Reggio Emilia, Italy;
and children’s rights
discourses
(Britt, 2012)
Transformative Education
• Meaning-making (Dahlberg, Moss &
Pence, 2007)
• Contextualized learning (Freire, 1998)
• Authentic, engaging, creative,
imaginative, “real” learning (Hewett,
2001)
• Recognizing many ways of thinking,
being, doing, knowing
• Critically reflective praxis (for children
& teachers)
• Education as a process of
participatory research (Horton &
Freire, 1990)
• Social justice and emancipation
(Giroux, 2010)
• Equality, fairness, inclusion and
participation (democratic values)
• Children as active citizens of the
world
ECH230: Learning Outcomes
• Develop political and ethical awareness of issues
around human diversity and history
• Know the self as a learner and teacher through critical
reflection
• Understand responsibility to practice inclusive and
socially just pedagogies
• Become familiar with the syllabus
• Critically and analytically consider “othered”
children/families
• Engage with alternative pedagogical approaches to
studying history, diversity, human society and the
environment
WHAT IS THE PURPOSE OF HISTORY
& HUMAN SOCIETY IN EDUCATION?
Housekeeping
1. Tutorials: No tutorials in week 1, tutorials start next week
2. Lectures: Beat traffic, rise early, no coffee lines, when you’re here by 9am! Please
remember you need to listen to all the lectures in order to complete the
reflections. However, some lectures are online only (you can find which ones in
the unit outline).
3. Readings: Readings for week 1 now up on e-reserve! Please also download
syllabus and unit outline (from iLearn)
4. Reflections: Why are we doing this? The purpose of reflecting is to get you to
look inward, this is your own space for documenting, for critiquing and
challenging your own thoughts and ideas as well as the little power and critical
thinking struggles that we hope this unit will challenge you to engage in. Each
week there will be some different provocation or stimulus for you to consider –
these are already up on iLearn under the reflection section but the questions to
address these will emerge throughout lectures and online postings. Importantly,
2 of your reflections (week 11 & week 13) are going to be included in your final
assignment (assignment 3).
5. iLearn: Using Turnitin for all assignments this semester – internals and externals.
6. Staff: The best way to contact is via Dialogue function in iLearn.
FIN
A Forewarning…
代写 ECH230 Human Society: Understanding Diversity
