Historias de educacion:
Pedagogy, Language and Social Change
Pedagogia, lenguaje y cambio social
OUR FRAME:
Since 2012 NDSG has been committed to place-based learning for our own annual meeting. Having spent two years in Detroit, we are moving to South Texas to immerse ourselves in the complex interplay of language, culture, policy and power in education. Exploring bilingual, bicultural initiatives in South Texas through an historical, intergenerational narrative, we will use the experience to move from micro to macro, South Texas to Detroit to greater USA and perhaps into international connections. Much of the standard conversation about English Language Learners is dominated by the perspective that being conversant in another language is a problem in the context of a country that is mono-lingual and appreciates only an English centric focus. Going to South Texas challenges much of that conversation. In Texas, bi-lingualism is seen as a strength and the richness of history and culture are celebrated. This is not an accident. Adding to the past investigation of “building and fighting,” how did these changes occur? A larger question emerges about the importance of place and context in public education. Our time in Detroit showed us what emerged there because of a variety of circumstances and the understanding, beliefs and hard work of local people. The question arises, then, about how to use our experience in South Texas to help guide our own thinking. Moving from micro to macro, South Texas to Detroit to greater USA and perhaps into international connections, what lessons can we draw from ongoing organizing struggles, complications and community? What does it really mean to be asset based? What makes this hard? What are these assets? If in this South Texas context we examine the importance of a well-developed first language base for learning, and the importance of explicitly honoring a person’s family, culture and experience, what does that look like in a place like NYC? What are the implications for ELLs in traditionally non-bi or multi-lingual states that have many different growing immigrant populations (like Vermont, Montana, Nebraska, Oregon, etc.) ? As we continue to explore progressive education, and clarify the purpose of education, the location of control must be part of study. REGISTRATION: Click here to register for the 2015 NDSG conference. LOGISTICS: To read about specific logistics click here. |
Por qué:
Desde el 2012, NDSG se ha comprometido a un enfoque local de aprendizaje para nuestra junta anual. Habiendo pasado dos años en Detroit, nos transladamos al sur de Tejas para sumergirnos en la compleja interacción de lenguaje, cultura, política y poder en educación. A través de una narrativa intergeneracional e histórica, exploraremos iniciativas bilingües y biculturales en el sur de Tejas y usaremos la experiencia para trasladarnos del micro al macro, del Sur de Tejas a Detroit, hacia el resto de los Estados Unidos y tal vez hacia conexiones internacionales. |