1. Information<br />Date <br />September 24, 2010<br />Author<br />Sandra Sukhan, Curriculum Consultant <br />Contact information<br />Red River College, D201-2055 Notre Dame Avenue, Winnipeg, Manitoba, Canada R3H 0J9 (204) 632-3011 ssukhan@rrc.mb.ca<br />Keywords <br />Self-reflexivity<br />Self reflection<br />TVET Teacher Education<br />TVET<br />Activity: Personality test<br />Personality Test<br />Activity: Identifying issues<br />Identify some issues/challenges in your classroom not related to technical content<br />Education for conformity or transformation<br />There is no such thing as a neutral [author’s emphasis] educational process. Education either functions as an instrument which is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or [author’s emphasis] it becomes “the practice of freedom,” the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world. (Richard Shaull 1970: 15)<br /> <br />Self- reflexivity vs. reflection<br />Whereas reflective analysis is concerned with a systematic searching for patterns, logic, and order, critically reflexive questioning opens up our own practices and assumptions as a basis for working toward more critical, responsive, and ethical action. (Cunliffe: 2004: 415)<br /> <br />Activity: Reflexive Practitioner <br />Your definition of a Reflexive Practitioner<br />Self-reflexivity<br />Requires an awareness of the teacher's contribution to the construction of meanings throughout the teaching process<br />Requires an acknowledgment of the impossibility of remaining 'outside of' one's subject matter while teaching<br />Urges us quot;
to explore the ways in which a teacher's involvement with a particular course of study acts upon and informs such learning<br />Importance of reflexivity<br />What purpose does reflecting in/on practice serve?<br />Why is it important for TVE practitioners to reflect in/on their practices?<br />Who benefits? Who loses?<br />Cycle of Action and Reflection<br />Teaching for transformative learning<br />Opportunities for critical reflection of self in relation to environment<br />Helping “people figure things out for themselves,” (Cranton p. 138)<br />Can be fuzzy; no clear “teacher” answers<br />Includes esoteric knowledge as well as mundane knowledge<br />Problem-posing in addition to problem-solving<br />Facilitate learners to challenge long-held assumptions and beliefs<br />My TVE context<br />College teachers/high school vocational teachers/industry trainers<br />Subject matter experts<br />Engineering (e.g. civil, mechanical, electrical)<br />Business (e.g. Management, international, accounting<br />Health Care (e.g. R.N., B.N., Health Care Aide)<br />Vocational (e.g. aviation, welding, plumbing, gas fitting, collision repair, carpentry)<br />Little or no teaching experience<br />CAE program at RRC<br />Introduction to Instruction<br />Instructional Methods<br />Advanced Instructional Methods<br />Program Development<br />Course Development<br />Course Implementation<br />Foundations of Applied Education <br />Psychological – adult learning theory; barriers to participation<br />Economic - funding agreements, labour markets, competitiveness, productivity<br />Organizational - educational institutions, industry<br />Sociological – Unequal power relations; ideology; racism, prejudice, discrimination<br />Political - Legislation, political players, policies<br />Future of TVE<br />Diversity and Inclusiveness in College Education<br />Political ideology and power<br />Social class,<br />TVE and social mobility;<br />Social and economic policy;<br />Privilege, Stereotyping, Discrimination, Antiracist education<br />Inclusive curriculum.<br />Intercultural communication<br />Historical context of TVE in Canada<br />Testing and Evaluation<br />Ed Psych/Independent Study (elective)<br />Teaching Practicum (200 hours)<br />Heard any of these?<br />I don’t want to hear any excuses for your tardiness<br />Your English is very good<br />Let one of the men lift that heavy box<br />Does anyone understand what he is saying?<br />I like your accent<br />You could pass for white<br />Complete this assignment at home on your computer<br />You hit like a girl<br />Do you people eat curry every day?<br />You’re much too pretty to be doing this kind of work<br />You have to wear shorts to participate in this gym<br />The filed trip will be about $25; hand your money in by Friday<br />Activity: Examining your ideas and feelings<br />Do I have biases?<br />Do I really believe in the equality of members of all ethnic and gender groups, and if not, how do I convey this attitude to my students?<br />Am I comfortable being around (un)successful people?<br />What kind of general attitudes do I hold about specific types of people? Where did these attitudes and feelings originate?<br />Do I read widely?<br />When have I read any fiction or non-fiction written about Asian-, African-, or Aboriginal-Canadians? Female writers? <br />Do I value these literatures and the lives and experiences of people who are racially, ethnically and culturally different?<br />How much do I really know about the origin and history of other cultures?<br />What do I know about women's studies or women's history?<br />Do some aspects of racial or gender diversity make me feel uncomfortable? Why?<br />Do I feel uncomfortable when people who are different from me acquire skills in my area of knowledge/expertise?<br />Do I attribute most or all of their successes to quot;
affirmative actionquot;
and not to their hard work, intelligence, perseverance and competence?<br />Do I seek out the expertise of my female colleagues or colleagues of colour or do I see my role as primarily a mentor to them?<br />How balanced is my relationship with colleagues, students and staff members who are quot;
differentquot;
? Does thinking about gender, race and class pervade the entire syllabus or are these issues treated as quot;
special topicsquot;
or quot;
social problemsquot;
?<br />Are all groups recognized as being affected by the interactive structures of race, class and gender?<br />Is one group's experience held as the norm against which others' are measured and evaluated?<br />Does one group dominate in defining other groups, or do groups define themselves?<br />Does material in the syllabus reinforce prejudice and stereotypes or does it expose and refute them?<br />Activity: Mini autobiography<br />Your name:<br />How did you get your name?<br />Were you named after a famous person, relative etc.?<br />What is the meaning of your name?<br />Do you like/dislike your name? Why?<br />If you could choose another name, would you do it? Why?<br />What is the relevance of this exercise?<br />Gender identity<br />What messages were you given as a child about the kind of work you should do or the kind of education you should acquire?<br />Did you play boys/girls games; why or why not?<br />Did these experiences determine direction of your education?<br />What are some of the ways in which you as an instructor can create a more inclusive learning environment for students who do not follow traditional educational paths?<br />Educational experience<br />What kind of education did you receive early in life/later on? E.g. apprenticeship, tradesperson, university<br />What teaching methodology was used?<br />Is your teaching methodology the same as or different from the way you learned? Why?<br />Do you know the history of the kind of education you acquired e.g. pay, social status, social class, gendered?<br />How have these influenced the way you teach or interact with your students?<br />How has historical educational practices shaped education as you know it?<br />Activity: Commitment to Change<br />List TWO key changes that you would like to accomplish as a result of participating in this workshop. The changes you identify should be:<br />Very specific<br />Very important to you<br />Achievable; you should feel confident in being able to bring about these changes<br />Consider other factors<br />The timeline required for these changes to take place<br />Resources you would need<br />Factors influencing your ability to implement the changes<br />How you believe this change will benefit you as a teacher and learner<br />Activity: Storytelling as reflective practice<br />Find a partner to tell your story to<br />Provide a brief explanation of why you chose those two changes<br />Discuss some of the factors that may influence your ability to implement the changes<br />Discuss how others may benefit from your decision to commit to being a change agent<br />Wrapping up<br />Questions?<br />Comments?<br />Feedback?<br />THANK YOU for participating!!<br />References<br />Cranton, P. Understanding and Promoting Transformative Learning. 2nd Ed. San Francisco: Jossey-Bass, 2006. <br />Cunliffe, Ann (2004). On Becoming a Critically Reflexive Practitioner. Journal Of Management Education, Vol. 28 No. 4, August 2004 407-426.<br />Hooks, Bell (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge. New York. <br />Humphreys, Michael (2005). Getting Personal: Reflexivity and Autoethnographic Vignettes. Qualitative Inquiry, Volume 11 Number 6, 2005 840-860<br />Nightingale, D. & Cromby, J. (Eds) (1999). Social constructionist psychology, Buckingham: Open University Press. Retrieved March 12, 2006 from http://www.psy.dmu.ac.uk/michael/qual_reflexivity.htm<br />Shaull, Richard (1070). Foreword. Pedagogy of the Oppressed. Herder and Herder. New York<br /> <br />