It helps to talk out my proposal with someone else. I think the more I talk about it, the more pa’a my ideas become. Rather than talk about it again, I’ll look at the ethics and influence questions on page 75 of McNiff and Whitehead to study closely by pulling back and looking critically at myself.
I see other people as both ‘It’ and ‘Thou,’ pulling from our identity class, they are both/and rather than either/or. I see it more as a web of connections or a Prezi presentation. Zoomed out to the farthest, it is a web of connections where every branch is equal, but zoomed in, there is a different view of those connections and influences with some items bolded and other things more reliant on those larger pieces (or people). As far as how I view the world I am in, I am both in and out, participant and observer. I need to embrace the oxymoron, and the dichotomous nature of my reality. For me it is embracing Friere’s love and rage without which there is no hope.
Do I see myself as the center? As an only child, I always see myself as the center, and as a teacher, I always taught from the center, but only because I don’t teach from the front. I don’t like being in the center, but even in my leadership philosophy paper, I talk about leading from the center. I am not the center of the universe or the micro manager from the center. The world does not revolve around me. However, I do see myself as the center in that I see myself as the source of gravitational pull through which I allow other people to help me by keeping them captive.
Ok, switch topic. Got a new directive from Ruth. Key questions: What am I going to do and with whom? I am going to blend current research together in order to create professional development for my content area teachers that incorporates culture based educational classroom practices with the moenaha unit planning framework and content-specific CBE transformational curriculum examples to grow CBE teachers who can be leaders in the CBE field and in their own field. Or I can at least hope. For my action research study, I want to create the curriculum, test it out and evaluate its effectiveness in changing curriculum. The whom is in journal 2. I’m sure I can add more people on just in case. Like Sanjeev says, people are key.
What improvements in practice do you hope to accomplish? – I kind of went over my hope – world domination by indigenous educators. No, seriously, a model of culture based education that incorporates our best thinking so far and melds it into one training. I hope that when we at Kamehameha bring out our culturally rich working exit outcomes to staffs, I don’t see the non-Hawaiian language and non-Hawaiian studies secondary teachers shut their brains off as a “not going to listen, not my problem” defense system. I hope that the math and social studies, and orchestra, etc. teachers help me to prove that CBE is not just an additive process, but that it can be transformative.
How do you propose to demonstrate the effectiveness of your actions? – My action research will study teachers’ action research, so the effectiveness of my curriculum will be in the ability of the teachers to take this back to the classroom, change up their own teaching and show student growth. How? IDK. They would need to show a use of the three things: increased CBE practices in their classrooms, units written in the moenaha framework and meaningful changes in their use of CBE pieces within their curriculum.
Timeline – Fall and spring SY 2012-2013 – get the big wigs to give their blessing (Walter, Shawn, Kaimi, Keiki), get my content leads in place, my supervisor, share my vision to my broad group of “critical friends” and “stakeholders” to try and pull them into my gravitational field. With their help create an initial plan for the curriculum and work on my permissions. Going to Denver in July will help with the process because I can ask questions from Denver administrators who have created a professional development unit “program” for their teachers. That’s the model I want to use in order to do my action research on their action research and evaluate the effectiveness (or non-) of my curriculum. Field testing or trying out the training/course (not sure at this point which it would be) needs to be worked out by summer 2013 (how will I offer it, who will help me teach it, will I even be one of the teachers, who will we offer it to, for what kind of credit, what are the deliverables and timelines for the teachers) If I’m really good, I would offer it in the summer of 2013 with their action research taking place in the fall and my analysis taking place in the spring of 2014.