Category Archives: EdConteXts

Call for Ideas: Envisioning Postcolonial MOOCs #pocomooc

By Maha Bali and Shyam Sharma, edcontexts co-founders and facilitators

Can we safely say that xMOOCs, for the most part, reproduce privilege? The privileged elite universities that can afford to create them, the privileged star professors who have the resources to build them, the privileged mostly Western point of view they perpetuate, and the privileged learners who can access them?

But can we also say we see a glimmer of hope in initiatives such as connectivist MOOCs that decenter authority (e.g. #rhihzo14, #rhizo15), MOOCs from non-Western origins (e.g. the Arab Edraak) and people who are able to challenge the xMOOC paradigm even while offering their MOOCs on places like Coursera (the Universiry of Edinburgh people who do #edcmooc and Jesse Stommel et al who did #moocspeare and Cathy Davidson who did #FutureEd)?

We (Maha and Shyam) are writing a book chapter with the title “Envisioning the Postcolonial MOOC” and we would like to solicit ideas from people everywhere on what that might entail. We do so because while we have our own ideas, part of our vision involves diversity and inclusivity. We also didn’t do a formal research study because we hope you are willing to make your responses open and attributable to you.

How do YOU envision a postcolonial* MOOC?
[* we understand postcolonial here broadly to mean anything that challenges the legacy of colonialism/imperialism, or even neocolonialism)

Let us know in the comments here, or tweet to #pocoMOOC or write a brief blogpost and link it in the comments here or on Twitter using #PocoMOOC. We will curate on edcontexts.org and hopefully find a way to use these ideas in our book chapter, attributing you appropriately.

Unfortunately we are only giving you one week (because we don’t have much more time) – even a one-line contribution can be valuable. So what do you think? You have until August 18. Go 🙂

Thanks for taking the time!

20150811-103912.jpg
Image “Magical Town of Tepotzlan Mexico-16″
by Christopher William Atach, retrieved from Flickr under CC-BY-SA license

Patriarchy — The Invisible Elephant in the Classroom!

By Sushmita Maryam, Bangalore, India

Patriarchy is deep rooted in cultures around the world, in all kinds of social institutions, including education. It qualifies male gender to be the head of the family or society reflecting the belief upon which it stands – male is superior of all genders.Most societies function within the patriarchal framework. The idea of male superiority is fed into the human mind at a very young age- primary feeders being the parents, immediate members of the family and teachers. Children imbibe rigid ideas of gender roles based on patriarchy that eventually become their psychological make-up and foundations of their identity as they grow into adults; men- the primary decision makers and women – the primary homemakers. They live by it further cementing the social structure and propelling biological and social evolution in that direction. The human mind has thus evolved for generations’ now preserving patriarchy; it has become the fundamental structure of living – in subtler forms in some societies of course, but always present.

Links to some interesting blogs that look at the origin of patriarchy, as I was researching the topic are here and here. Most studies point to gender roles as the origin of the patriarchal system and not to natural biology of human race. This lays bare the belief that biologically male is the superior gender suited to lead and so patriarchy is the natural order of being for humankind. Superiority of male intelligence is more an idea than a fact. No studies have been able to conclusively establish it. There sure are biological differences in the way a man’s and a woman’s brain is, structurally. Studies suggest that these differences could also be attributed to the way human brain has evolved, both biologically and psychologically owing to the repetition of roles the genders have been engaged in over generations.

It seems that gender roles in the ancient times emanated from the then circumstances when survival and sustenance were the aim of life for humans. A woman’s life was attributed more value owing to childbearing and nursing – for sustaining and further building the human community, while men were considered more dispensable in that context. Hence they were in a position to put their lives at risk fighting threats in the wilderness in the egalitarian (gender equal) hunter gatherer societies.

These roles however when extended beyond those times in which they were relevant, gradually solidified into a psychological social structure. Along the way the idea of male superiority might have set in because men may have been more visible outdoors in the wild, as the face of family and the voice of decisions in the community. This social structure that originated from need based gender roles of the past however began determining gender roles of the future, firmly hinged on the idea of male superiority, sustained by the elements of power and pleasure, spreading its roots in the human psyche as the norm.

It is only reasonable to state that man is not superior or inferior to other genders. He is, as they are. Patriarchy framing him in the image of a superior being has almost irreversibly affected human relationships and not in the best way. It has piled up the expectations of a man to unreasonable levels, coercing him to alter his sense of self, reducing it to an idea that is not realistic and does not exist. The superhero movies are exaggerated reflections of the image of the male gender and of the expectations from him– the savior, decision maker, the problem solver, the charmer, the powerful, and the doer etc

The constant pressure to live up to being the ‘man’ is a lifelong one for men.  This entails hiding his natural self behind the image of a ‘super human’ and struggling to live that disconnected identity and live up to the expectations from himself and everybody around him. It is most suffocating also because it is disguised in the cloak of superiority. And that blinds him to what it does to him. To me that is the one of the biggest challenges of patriarchy; why society as a whole and men themselves are much less aware of how patriarchy impacts this gender.

The typical expectations of men (e.g. in India) are disguised as the privileges that come with being the head of the family or society. Some of these expectations, depending on which part of the world he is in, are to be the breadwinner at any cost, to financially provide for the immediate and extended family, to live with an unduly inflated ego and aggression, to be smarter and more intelligent than the girlfriend/wife, to seem superior to those around and, the worst of all, to suppress ‘human’ emotions.

Having to suppress feelings and emotions is the most unreasonable of all expectations – also because the other expectations mean that he is in a constant state of stress and confusion – a state which is not as obvious as a state of conflict because of its constancy and normalcy. Constantly suppressing emotions is a contradiction to being human and hence a prime source of inner conflict. Also severely stressful is to live a life disconnected from self to prove to oneself and to everybody around one’s worthiness to belong – in this case to one’s gender. A huge part of male aggression may be generating from this intense inner conflict which may even have become inherent to the male psyche through evolution. And what could be powering the aggression further is his resorting to his ego, reminding himself of his superiority to justify it all.

Fear of failure in conforming to the social image of ‘man’ because it would invariably lead to his rejection otherwise, may be seen as a dominant emotion that drives his action and the action of those around him. My ex-colleague was asked by his earning wife to leave home for his inability to earn a steady income; my friend and her mother bully her spouse for her not having the freedom to give up her job as his career is unstable; my friend who is well placed in his career is always struggling to reach a higher goal, compromising on his peace of mind, his present and his relationships – because he needs to be the best, as he was brought up believing. Action that comes from fear and insecurity is bound to create conflict within oneself and within one’s relationships.

Domestic abuse, dowry crimes, pornography, rape, gender discrimination, female foeticide and infanticide, prostitution, honourkillings are some of the most visible manifestations of patriarchy. The passive conflicts that patriarchy fuels, causing relationships to breakdown, whether within families, in work spaces or elsewhere, are rarely given the attention they deserve, although every person has suffered and suffers it – it is everywhere – a reflection of how deep rooted it is in the human psyche.  Unfortunately, despite this, patriarchy is not explicitly addressed by educational curricula in most places, but it is an elephant in the classroom nonetheless.

One of the things that have limited the seeing of the real impact of patriarchy on relationships is looking at it through the lens of women’s rights alone. It promotes the general and popular view that patriarchy is pro men. Unfortunately, not understanding this structure and its manifestations in its wholeness is inadvertently limiting relationships, blocking the emergence of sustainable solutions for a more coherent world.

Patriarchy is as imprisoning for men as it is for women. The only difference is, as previously mentioned, for men the superiority disguise makes it almost impossible for him to see that it is imprisoning him, and in his case in his ego. To add to that the conveniences of not having to take as much responsibility for the physical aspect of raising children and not having to take equal responsibility for the chores around the house make it even more difficult to acknowledge it, even if he might see glimpses of what he is stuck in. For women it is as clear and direct as it can get when she is told that she deserves less because of her gender, that it restricts her freedom to be the person that she is.

Also important to note is, transgender persons are completely invisible in the patriarchal system, one of the probable reasons why they are not represented or actively considered in the policies and laws of many countries, and are not visible in the eyes of many people.

What is the point in patriarchy when it is completely blind to a gender (transgender individuals); forces a gender (men) to live a life of illusion and coerces a gender (women) to be the subservient one – stealing everyone’s basic freedom to be one’s own self; locking all in a lifelong struggle to cope? Individuals have different capabilities which are irrespective of their gender. However, they are to live by the rules that patriarchy lays for them – altering and manipulating their capabilities, skills, sense of self and perceptions to suit these gender norms. What is even more baffling is women and men are then expected to come together and form ideal families and build peaceful and stable societies on this shaky fragile and rigid foundation. Relationships cannot get more twisted and complicated than that, can they?

Looking at the relevance of social constructs and ideas in the context of human relationships is imperative because quality of our life is dependent on the quality of our relationships– whether with oneself or with others. We tend to discount that the chaos and conflict in society or the world is reflective of conflicted and chaotic human relationships.

Patriarchy at some point in the past may or may not have made sense; there is no way to establish the certainty of that.Spending time and energy, dissecting the past or imagining the future is not as effective in finding sustainable solutions for the challenges that we live with in the present.  Let us look at situations in the present because that is where we are all the time.

Is patriarchy making sense in the present?

Is it not time that educators and other responsible adults around the world began addressing this elephant in the room?

[Editor’s note: readers may be interested in reading bell hooks’ perspective on how patriarchy affects men as well – her book The Will to Change is highly recommended — MB]

------
About the Author:
Sushimita Maryam
Sushmita Maryam is a Mediator and a Conflict Resolution Practitioner who has co-founded the ‘We are Peace’ network that works with Educational Institutions in facilitating awareness of conflict and peace using tools of dialogue and skills of mediation among teachers, students and their parents in an effort to awaken youth to being peace promoters their personal lives, homes, communities and the world at large. Sushmita is the chosen participant from India for the United Nations Alliance of Civilisations (UNAOC) summer school 2014 that brings together 75 youth from across the globe, to address pressing global challenges, within the context of cultural and religious diversity.

#IfMalalaWasMyStudent

This post is republished with permission from Sherif Osman’s blog, and we invite readers to use the hashtag #IfMalalaWasMyStudent on Twitter and their blogs, and Sherif and Edcontexts will compile responses and storify them, then publish here.

by Sherif Osman, Cairo, Egypt

I was watching the Jon Stewart show [the other day] and he was interviewing Malala, interestingly enough we were just talking about her at work that morning. It got me thinking, what if Malala was a girl in my class? Would I realise her potential? Would I encourage her? Would I be intimidated? Would I differentiate for her? Would I modify my teaching?

A better way to think about this, if one of your students was a Nobel peace laureate and has an international fund raising organisation dedicated to education access and educational reform. Would you feel you had to up your game? If so, does that mean that teachers need students that will challenge them in order to excel? What does that mean for ‘low ability’ group settings? Is that beneficial for students or teachers if that’s the case? Hmm…

As I continued to watch the show, I was intrigued. Her knowledge and vocab were excellent for a student her age; you could tell it wasn’t something she’d practiced, her wit and confidence shone through. I’ve met many students who surprised me with their knowledge, or their passion, or their confidence, or their attitude, or initiative, but rarely all those combined. I began to remember certain students, and wonder what they were up to now and if they had realised their potential? Are they enjoying what they are doing?

Earlier this year, a colleague at work asked me to write an article about an incident that happened to me as a student and how that affected my teaching. Since writing that article, I frequently started thinking about my time in the classroom as a student and what I can learn from it now as a teacher.

This got me thinking that I am who I am today because of my interactions in the classroom for a large portion of my life. My interactions with the teachers and other students have had a massive impact on my life and hence who I am today. That then begs the question, could I have been much better at something had my teachers or one of my teachers realised my potential in a particular area? A more positive way to look at this, have I excelled at something because someone helped me realise my potential? Who where they and what did they do differently? Perhaps this reflection can help me help my students.

When speaking to a colleague at work about this post idea, she suggested that I follow this post up with several posts where I reflect on those incidents and how they affected me. She then jokingly suggested I start a twitter movement #ifMalalaWasMyStudent where people can post their views on this. I liked the idea so much that I am going to do it. So I invite you all to share your stories or reflections on this hashtag. I will try and compile all the responses in a blog post to follow this up.

#ifMalalaWasMyStudent

About the Author:
Sherif Osman
Sherif Osman (@the_sosman) currently works as part of the Pedagogy & Assessment team at the Center for Learning & Teaching at the American University in Cairo. He also teaches a range of courses at the Professional Educator's Diploma, a teacher education program at the same institution. Sherif has a rich background that encompasses academic and professional experiences in education. He holds a Master of Arts in Education along with the Post Graduate Certificate in Education (PGCE) from the UK where he also taught in a range of schools. Teaching in different cultures and contexts fuels Sherif's passion towards education and educational research.

Writing New Paths

By Éllen Cintra, Brasília, Brazil

“[Lat.,=day], a daily record of events and observations. As distinguished from memoir (an account of events placed in perspective by the author long after they have occurred), the diary derives its impact from its immediacy, requiring each generation of readers to supply its own perspective....” Source: www.seadict.com/en/en/diary

“Diary” is one of those words whose dictionary definition is unable to suggest the intensity and importance of what it means in real life. As a typical adolescent, I wrote quite a lot of diaries, but never had I imagined how strong the feelings shared could be or how much impact diaries could have on people’s lives and bonds.

2013. That was one of my best years teaching Portuguese to freshmen in High School. I had officially started to work as a public school teacher in October 2011, and I was fascinated by everything. I had many plans. I was excited and anxious to be with students and arouse their interest in literature and reading and writing, and creating… And… And that was it. Sadly enough, it seemed like I was the only one in such a desperate and passionate quest for learning. Continue reading Writing New Paths

Jack of All Trades, Master of None

By Toni Rose Piñero , Manila, Philippines

I refer to myself as an educator and I have a Professional Teaching license, but I have never really taught inside a classroom. I have been a teaching assistant, a research assistant, an education consultant, a tutor and a director of a tutorial center. But I have never had a class I could call my “own”. I’ve never ventured into classroom teaching because I would always ask myself, what would I teach? I did not major in English, Math, Science or History but I knew I wanted to be in the context of the academic setting. It doesn’t necessarily have to do with being inside the classroom or being in contact with students. I just have that keen interest in education and the learning process. I have participated in the training of our country’s School Superintendents for the transition to K-12. Although I was just one of those organizers helping to facilitate the training, I really embraced the experience and the learning that the speakers shared. I learned why we were shifting to the K-12 system, the number of countries who still remain in the K-10 curriculum, how our schools would adapt to the new curriculum, and many more things related to the shift. There are so many implications caused by this shift. For example by 2016, we will have very few high school graduates because most of our 4th year high school students (i.e. 10th graders) will transition to 11th grade instead of entering college (in the old K-10 curriculum,  students would enter university/college education straight after 10th grade). Continue reading Jack of All Trades, Master of None

Reflections on context

By Clarissa Bezerra, Brasília, Brazil

EdConteXts facilitator Clarissa Bezerra shares insights on the challenges of teaching English to Brazilian teenagers as she reflects on pedagogy, culture and schooling in her context.

I teach English as a foreign language to Brazilian upper-middle/middle class teenagers aged 14 to 17. All of them are at that stage of their educational trajectories where they are being primed for academic life in university. A vast majority of them go to renowned private high schools whose core goal rests in getting their students into the best universities and colleges in the country. That means that these kids are being prepared for competition, especially those who are aiming at prestigious careers, such as Medicine or Law, to name a few.

Pedagogically speaking, these kids’ regular schools are pretty conservative. Students are grouped in large numbers (30 to 40 students) and classes are delivered lecture-style, with the teacher being the expert in charge of passing on the knowledge necessary for these kids to make it to the next big thing in their lives – college and the prospect of a promising professional life, which will provide the means for ensuring a comfortable life, much like the one they already have with their parents. Another contextual aspect particular to our city (Brasília, the capital city of Brazil) is that a career in public service is also among many of these kids professional future prospects. Being able to pass a public examination for a prestigious career in Congress, for example, means high salaries and life-long professional stability. On top of that, many of these kids’ parents are civil servants themselves, naturally being role models for their kids. Continue reading Reflections on context

Writing to order.

By Simon Ensor, Clermont Ferrand France

Why should writing to order having anything to do with feelings?

We shall see.

What image shall I use to illustrate how I feel here?

How will that image change how I feel?

We shall see.

This one. I chose this one at this moment and inserted it here.
Simon_window

That was a surprise. (so now I am surprised)
Was it a surprise for you? Probably not. Continue reading Writing to order.

Connecting on Whose Terms? Extending @pernilleripp Downsides of Being a Connected Educator

By Maha Bali, Cairo, Egypt

Becoming a connected educator is probably the best thing, career-wise, that has ever happened to me. I now have a support network of other educators, where I can draw inspiration, brainstorm solutions, share problems and victories, conduct research, carry out cross-cultural classroom collaborations, get emotional support and have loads of fun. It’s an incredible approach to professional development that is messy and yet helps me learn something new and important every single day; sometimes even every tweet or blogpost, such that I learn something new every minute I am online! (Maureen Crawford recently shared a great website on the value of Personal Learning Networks (PLNs) and how to develop them)

It’s Connected Educator Month (we need a month for this daily lifestyle?) and I thought I would write this post as a response to Pernille Ripp’s post The Downsides to Being a Connected Educator. I thought it might be appropriate to write about the perspective of a connected educator from Egypt and how the downsides differ slightly, because when I connect with other educators online, I am mostly connecting with educators from the global North, on their terms. In their language (English), on their timezone (unless they are in Europe, which is my timezone), discussing what is largely their context. The downsides from my perspective look different. Continue reading Connecting on Whose Terms? Extending @pernilleripp Downsides of Being a Connected Educator

EdConteXts finds 5: on social justice, edtech, & open learning

by EdContexts Facilitators

Here are our CLMOOC inspired “#f5f” (“Find 5 Friday”) “picks” for August – thought-provoking posts we’ve come across during the month that have shown sensitivity to context in education.  Themes of social justice, edtech, and learning in open spaces are covered in our finds this month.

Cody Charles (educator) _@CodyKeith_

We first noticed Cody Charles’ post “WTF? 10 Counterproductive Behaviors of Social Justice Educators”  in late July when it was published on the  “Teaching Social Justice” blog, which we featured last time in our #f5f. This is an insightful post that points out 10 habits or behaviours that can be easy for social justice educators to fall into, but which tend to hinder rather than help our cause. Many of us at EdContexts thought it raised such important points that it’s something we’ll likely be posting above our desks as a reference to inform our daily practice. Continue reading EdConteXts finds 5: on social justice, edtech, & open learning

Education in Context: A Few More Good Picks

by EdContexts Facilitators

In response to the often grandiose and paradoxical claims made by MOOC providers and professors, educators around the world have brought up critical issues about education across borders. An issue that has become more pronounced in the discourse of cross-border higher education is that MOOCs are making education more “democratic” while in fact they are further re-centralizing it and eschewing collaboration among educators across nations and contexts. Indeed, a lot of the educators who decided to enter cross-border higher education from the fancy door of xMOOCs often show striking lack of knowledge, experience, or even interest about the implications of teaching/learning crossing borders. Many professors, usually in the Western world, show up in the new landscape without having thought about complexities of cross-contextual pedagogy, diversity and cultural difference, and the many vagaries of contexts on a global scale.

However, the discourse about MOOCs and cross-border higher education, including in the mainstream media, we’ve come across a lot of conversations that add nuance to the issue of context in education. Continue reading Education in Context: A Few More Good Picks