How do you abstract social injustice or inequality? Cartoonist often present current events related to social injustice or inequality in their work. For example:
Photographers often capture dramatic examples of social injustices or inequalities due to current or staged events:
Peaceful Protesting Above.Typically in a peaceful protest, you don't see the participants being pepper sprayed. The officer was later reprimanded for his actions. In the photo, it is easy to see people holding up cell phones and recording the injustice.
A depiction of a societal view that the poor suffer due to socially constructed economical differences between the rich (zombies) and the poor.
A depiction of a shopper walking by a poor man showing, once again, the gap between the "haves" and the "have nots." In this photo, I believe it is an abstract depiction of the subject matter because the viewer of this photo could "see" different things by observing. One might not necessarily only draw the conclusion of social inequality by looking at it. One may see it as -- a "problem" of homelessness in the urban areas. One could also see it as the two people in the photo not noticing each other because they are so different (gap).
In a previous module I also gave an example of social injustice in a poem (I Know Why the Caged Bird Sings). So how do I abstractly depict my subject matter differently in this module?
X marks the spot!! Considering that with abstracting and analogies we are looking at two topics that are seemingly unrelated (a treasure map and social inequality based on traits at birth i.e. gender, ethnicity, etc.) I thought about how much our birth traits effect our social position in life. In this treasure map, the X for the treasure is located on the map with a Caucasian male. Caucasian males have an advantage to other ethnicities and females of any ethnic background here in the United States. I wanted the student to see that by certain birth traits we are closer to success or at the very least access to certain things-education, health care, etc. That led me to creating the info graphic below:
easel.ly
I created this infographic but I'm not sure it is actually "abstracting" the subject matter. If you are able to look at the infographic and determine based on picture alone what it is I am depicting it is obvious. However, the idea of an infographic to depict social disparities is not commonplace. Infographics are usually used to visually represent data. While I didn't use actual data in the above infographic, I was illustrating the concept of the disparities visually. I intentionally made the graphics on the right (heart, building, house) somewhat opaque to illustrate that those things are less accessible to those that are "poor."
Much of our access to education, health care and "wealth" can be determined by where are born (developed or undeveloped nation), our gender, our "race", ethnicity, and the socio-economic status of our parents. Sure, we could achieve upward mobility-for women the easiest way to do so is by "marrying up". However, I wanted to student to think about how if they had been born another gender, race, in a different place in the world---how much would their lives be different and would they have taken a different path?
Between the cartoons, photos, presentation and infographic I believe I have shown multiple representations of social inequality and/or social injustice. However, I do think there would be many other ways to abstract my topic and hope to develop more in the near future.
(All photos above were licensed by Creative Commons for resuse except for the infographic which I designed using easel.ly and of course the prezi that I created which used "pre-approved" prezi photos from Google Images ).
If you didn't get a chance to make it to MSU's Meaningful Play 2012-let me just tell you that it was amazing!! You can find some of the material covered by discovering the hashtag #mp2012 in twitter. I was very inspired by the conference and excited about how the "serious game" industry is beginning to look at educational games in way that has never been done before. Two apps I ran across from the conference that I recommend are "Anatomy Browser" which is a simulation and "Virulent" which is a game about a virus that attacks the body. Both are free in the App Store and both are addictive!!
The cognitive tool of patterning can assist in problem solving.By recognizing patterns in math, language, and even society-one can better "see" and understand the problem and potential solution(s). My original "problems" were based on the topics of social disparities like the education and health care gaps due to social status (ethnicity, gender, income, etc.)
Patterns in social equality or inequality through charts and graphs are very easy to find online. However, part of teaching social justice issues is connecting the data with the emotional side of the student. While I'm guessing many activists are "born" in current social problem classes, I think it is because the student is able to see the patterns in history on their own doing and not because of a stellar bar graph. How can I make these patterns real for them? Showing them this:
My guess is not.
I looked at patterns of injustice in America. One very clear “pattern”
is social classes. In a class system, the social injustices are felt
most in the impoverished populations as well as the minorities (sometimes overlapping).
After reviewing the educational disparities
among men and women and ethnic minorities, it hit me. I thought about
graduating class photos. I found on Harvard’s website that they had law
school graduating class photos all the way back to the late 1800’s.
Seeing the people and being able to recognize their race and gender
while they are all in a pattern (in rows lined up) would be a great way
to illustrate the disparities in education. To make the patterns connect for them, I believe it is necessary to use examples that have a human connection. What better way to connect than with photos of actual humans?
Visually, these photos represent the statistics regarding these disparities over time. It is obvious that Harvard (like many other colleges) had mostly male Caucasian/white graduates for years. I had put these photos into a powerpoint presentation and purposefully kept the side bar language in each slide the same. Because the issue doesn't change over time-only the pattern of outcomes. Initially, this activity seemed very daunting to me. However, I did explore patterning from numerous viewpoints which helped me to have a much better understanding of the tool itself. I ventured to other students blogs, read various sociological perspectives on disparity patterns over time, and paid much closer attention to the creative ways that academics were presenting their information. Most of the "white papers" I read involved charts and graphs and some had no visual representation whatsoever of their topic. I can see where presenting this type of subject matter utilizing patterning would be very beneficial to many students and help inspire them to present their information creatively as well.
In this class, I have chosen the topic of social inequality and injustice. For this assignment, I'm going to share with you what this topic "sounds" like and perhaps "feels" like by using a poem. Then, I'm going to "re-image" what the poem represents.
I
Know Why the Caged Bird Sings
Maya Angelou
The free bird leaps on the back of the wind and floats downstream till the current ends and dips his wings in the orange sun rays and dares to claim the sky. But a bird that stalks down his narrow cage can seldom see through his bars of rage his wings are clipped and his feet are tied so he opens his throat to sing. The caged bird sings with fearful trill of the things unknown but longed for still and his tune is heard on the distant hill for the caged bird sings of freedom The free bird thinks of another breeze and the trade winds soft through the sighing trees and the fat worms waiting on a dawn-bright lawn and he names the sky his own. But a caged bird stands on the grave of dreams his shadow shouts on a nightmare scream his wings are clipped and his feet are tied so he opens his throat to sing The caged bird sings with a fearful trill of things unknown but longed for still and his tune is heard on the distant hill for the caged bird sings of freedom.
This poem
invokes various feelings for the reader. The use of visual words can create
images in our minds. When I read the poem over and over I found that my images
changed. What does the poem smell like? Taste like? Look like? Sound like? Feel
like? The words on the page don't smell, taste, sound or feel like anything.
They look like words. What does social injustice smell like? Perhaps it smells
like the homeless man on the street. It might taste bitter (figuratively). It
may sound like a person crying or a bird singing (happily or sadly). It could
feel cold or lonely like the inside of a prison cell for a wrongly convicted
person. It may look like a caged bird.
The photos I
chose in the prezi below illustrate some of the words and emotions in the poem.
Having a visual vocabulary to go along with the poem can help the reader think
about the meaning of the poem. Does the caged bird "sing" because it’s
happy? Is the caged bird trying to find the "good" in being caged? Is
the "free" bird really free? What does freedom look like? How is a
caged bird like social inequality? Are the impoverished like the caged bird?
Some may feel like they are caged going to an office everyday and looking out
the window at people walking by wishing they were "free" to be out
there as well.
People can
have varied perceptions about paintings, poems, pictures, events and even
words. Perceiving a topic differently can help students make a connection to
the material and also foster creativity.
I enjoyed the activity for several reasons. It helped me to think of
different ways to present a lesson about poetry. It also caused me to dive
deeper into the topic of social inequality in general. I think these activities
are not only helpful in thinking of how to design lessons on a new level but also in generating ideas on how students
will make connections with topics and activities that they can do. The thought processed this activity took me
on was much different than I have ever had on the topic of social inequality
and considering I have taken at least 10 sociology courses I would say that is
pretty significant. I can only imagine what impact it would have on other
students.
As I moved
along in the activity I considered how others would re-image the poem. If I
asked students to do a presentation like I did choosing photographs
specifically to illustrate the poem would their photos be entirely different?
What would happen if I asked them to take their own photos to illustrate the
poem and present it? The results would most likely show their level of
understanding of the poem itself but also it may reveal something about their
own world view.
You know when you have an "ah-ha" moment? With all the talk in the media regarding voting id laws and social inequality, it came to me.
I overlapped an image of cage bars on top of a piece of propaganda showing the paradox many voters are experiencing suddenly before a presidential election. Many people feel the new voter id laws are social inequality at its worst and they are "singing" about it. They feel "caged" because it is a law being implemented by government who has control over the people. They feel as though they are standing on the graves of dreams because their right to vote has been taken away from them-them being specific demographics like the elderly, blacks, students, impoverished, etc. The "free" bird would be those in other demographics-the rich, white, typically middle age male who naturally would have a driver's license no matter what because their demographic relies much more on one than other demographics. If the laws go through, the caged bird would have his wings clip and his feet tied-by laws passed intentionally to cage him. This, I believe, represents the poem well visually with an analogy.
What do you believe happens when we die? Follow this link to see what a few people I spoke with had to say about this topic. This is a "podcast" format.
A big thank you to my "guinea pigs" who allowed me to interview them for this assignment.
This is my 2nd attempt to photograph an object with an abstract approach. The first object was a hairbrush and someone guessed it about 2 seconds after I posted it.
And the new semester begins!!!! Here is my BIO for one of my new classes.
Hello CEP 818! I'm Rachael Hilliker. Although I am not a teacher, I decided to take the MAET program after completing my Associate's and Bachelor's degrees online. I noticed in some of my classes (sadistics/statistics-- whatever) that the online format was not at all engaging or user friendly and then other classes were so technology rich and creative that I loved them! I have always been a creative person-I enjoy crafting, making homemade soap, creating ridiculous birthday cakes, scrap-booking and currently I am building a 3 story doll house (furniture, house, clothes, the whole thing!) for my daughter for a holiday gift. My daughter is starting at a Montessori for Kindergarten this fall and I also have 2 step sons (4th and 6th grade at traditional public schools). My wonderful husband has been amazingly supportive (I have been going to school full time and working full time since my daughter was 6 weeks old) throughout this entire crazy journey. I have two wonderfully loving dogs (a pug Layla and a pit/lab mix Annabelle) that keep our entire family entertained. For the last few years and up until last week, I was a caseworker for the State of Michigan Department of Human Services determining eligibility for food stamps, medicaid and other programs. I just accepted a position with our central office with the Bureau of Child and Adult Licensing where I will be a Department Analyst reviewing foster care agency audits and making training recommendations as well as handling contract issues between agencies and DHS. I am really looking forward to this class and am looking forward to getting to know all of you!!
The Problem: Schools don't have the funding to continue or create gifted programs.
The Solution: Create a WIKI where gifted kids and their parents can go for resources, lesson plans, activities and a forum.
Part A:
PART A - Description of Need or Opportunity
As a parent of gifted children I often struggle with the lack of
gifted programs or even clubs for my children to be engaged in. In our
school district, and many others around the state, funding for gifted
programs was cut years ago. The challenge was to find ways to connect
other parents of gifted children to resources that can help them engage
their children outside of the classroom.
My strategy was to use a wiki to get local parents talking to each other
and provide information for how they can challenge their gifted
children. There are many websites out there that provides educational
resources that are free and challenging. However, being able to connect
local parents would mean giving support to them to be able to arrange
group activities, talk about what the students are currently studying in
specific classrooms, and what resources and activities reinforce the
current topics in class.
This is an example of a wiki that
seems to have been created in 2010 by a school district and offers
resources but doesn't look like it has been used since its creation.
Identifying why this wiki fell short may help in preventing barriers to
the implementation of my project. Unfortunately I did not receive a response to my inquiry but I suspect that it may have had trouble in being marketed to the parents and kids. This is an example of a wiki
that seems to be active and has recent content updates. It
provides information for parents of gifted children to connect with each
other, local events, resources for educational materials for gifted
children,etc. This wiki shows me that my project is still plausible.
For this project, I attempted to connect with other parents and
get content into the Wiki. After the completion of this course, I hope
to be to promote the wiki in the community via social networking,
networking with parents at sporting events, and connecting with the
school district to gain their support and promotion. Ideally, in a year
it will also enable me to plan online and local activities for gifted
kids in our area.
I created a google document
with resources and ideas for content on the wiki, however each link
in the wiki has been visited and assessed for it's usefulness which has proven to be a more time consuming activity than predicted.
A successful implementation of this project would result in a membership
roster for the wiki that containes 20 or more active contributing
members (parents, students, school teachers or administrators) by winter
break in the upcoming school year. Although I do not have any members as of the end of June, I believe if I go forward with a marketing plan for the upcoming school year, this end goal might still be attainable.
The REVISED PART A Solution amendment: Create a wiki and then market it in the district and community to get parents and kids to actually log on and use it. A tool is only a tool if it is used-and it can't be used if no one knows about it. Going forward, I will attempt to meet with administration in the school district, the local PTO, and network with other parents in the community who may have a need for the wiki. So far I have reached out to parents via facebook and sporting events for my kids.
Research clearly shows that gifted kids can struggle with being bullied, social interaction, etc. It also shows that parents need support in parenting their gifted child(ren). This wiki is creating a support system using technology to facilitate the process.
What
is the TP knowledge for the solution? (i.e., how does the technology
you have chosen support the teaching strategies and methods you have
chosen?) A wiki will help to connect parents at various schools in the
district-we have multiple public elementary schools, a middle school
and a high school. In addition, we have private schools as well. Short
of calling an in person town hall meeting, a wiki (virtual cafe of
sorts) would be the next best thing for forming these connections.
Promotion of the wiki is also a part of this project as I will have to
engage parents through facebook, twitter, etc. Connections are a key
part for the gifted child and a support system is key to parenting a
gifted child. The wiki will be a bulletin board type solution where
parents and kids will be able to go and see what is going on within
their local community that will support them.
What is the TC knowledge for the solution? (i.e.,
how specifically does this technology make the content in your problem
more intellectually accessible? Be sure to think about
representation.) Many of the classroom teachers at the schools have a
newletter where the teacher communicates specifically with the parents
of that class. Additionally our district uses "PowerSchool" as a grade
portal for parents to access their child's grades on individual
assignments and as a whole in each class. However, since most schools
have cut out specific gifted programs, there are not really any ways for
gifted kids to be identified or grouped together. Parents don't go to
sporting events with buttons that say "My kid is gifted." Having a wiki
that a parent or gifted child can become a member of is a little bit
like wearing that button-virtually. It is an icebreaker for parents to
then share experiences. It is a way for gifted kids to discover new
challenging websites full of fun educational activities that they will
enjoy. Many of the resources I have posted so far are interactive. It
also eliminates parents searching through pages of material online to
find something to engage their child.
What is the PC knowledge for the solution? (i.e.,
how specifically do your pedagogical choices make the content in your
problem more intellectually accessible?) Be sure to think about how the
student will experience the content given these instructional
strategies. Taking into consideration the level of technology use in
our community by both children and parents, a Wiki is a user friendly
platform that does not require a high level of technical skills.
However, if a person has those skills they can use the resources within
the wiki to learn, use and explore higher levels of technical abilities.
The resources provided for kids (curriculum, activities, etc.) vary in
pedagogical approaches and can be utilized by students and parents at
various intellectual levels.
In the above article, Lovecky describes the difficulty for some highly
gifted children to develop healthy social relationships with their
peers. "The children themselves identified problems with social
acceptance and
feeling valued for their opinions, difficulties with social skills and
dealing with being picked on by age peers (Lovecky 1995). In my Wicked
Problem project, I hope to connect gifted children with each other to
assist in the sometimes difficult process of gifted children connecting
with "like minds". In a virtual relationship, children experience less
social pressure than they do in the school group environment to interact
with kids that may be of the same age or in the same grade. Often
gifted kids have different levels of maturity because of developmental
differences. These differences are not necessarily as distinguishable
by age.
Square Pegs in Round Holes—These Kids Don't Fit: High Ability Students With Behavioral Problems
Research has also shown (in the 2nd article listed above) that gifted kids can often be accused of or
confused with having behavioral issues. Parents often struggle
themselves handling the different emotions a gifted child sometimes
focuses on. Having a parent forum to hear other parents going through
the same things is comforting and helpful.
Although I have moved along in the design of the wiki I am still struggling with how to promote and implement it. I will be anxious for the new school year to begin this fall because I think it will be a more appropriate time to be able to network with parents, the community and the district in order to promote my solution.
My presentation is geared toward being presented at a PTO meeting.
