Transformative Intellectual
[haiku url=”http://blogs.evergreen.edu/a2cmit2014magana/files/2014/10/01-Beauty-And-The-Beast-1.m4a” title=”Background Music”]
Many people fear change, resorting instead to the comfortable habits and mannerisms previously known, tested, and approved. Oftentimes people say things such as, “Never change,” “Be constant,” and so forth. Yet if people did not experience change, well, they would never change. This seems painstakingly obvious, but below the surface of these words lays the belief that change signifies growth. Thus, for someone to never change may possibly be the worst thing that could ever happen.
My experience in Shelton has definitely incited a change within me. I have merely observed the community, yet what I have seen has been enough to change the way I view the world. Sight alone was not enough to complete this metamorphosis; reading classroom materials and writing reflections and assignments on what I have learned have been valuable ways in which I could absorb the community and analyze it. Being a transformative individual does not necessarily entail being able to transform a community—although my mentor teacher has already given me opportunities to help transform her classrooms. Rather, being a transformative individual requires me to be open to change and growth. It requires me to keep an open mind and an open heart while acknowledging the work that educators take up.
The field evidence from Week 8, for instance, demonstrates creative reflexivity. In that particular week, I have witnessed a student having a seizure in a biology class. I am not sure if I myself will ever encounter students having seizures in my classes, but observing Sue and her students have enabled me to understand that learning is not simply limited to biology material; rather, the students themselves took it as an opportunity to talk about what they knew about seizures, and to understand what was happening. Furthermore, they handled the situation in a responsible and appropriate manner, by showing respect towards the student and helping the student as needed. I find my own learning of sociocultural theory at work in this scenario; the students reflect on the event and share their learning with one another. These events also allow me to critically analyze when and how learning takes place, as well as how dispositions are also being taught. I also reflected on learning theory at a different time, when observing another teacher’s classroom while Sue was gone. I noticed the similarities and differences in their learning styles, and have wondered if the specific way they teach is embedded among all the teachers at Choice Alternative High School. Seeing his teaching style has called to mind theories of learning, which in turn made me wonder how exactly the students at Choice learn.
Before coming to Shelton, I had personal biases of how the community was going to be. I was told that it was a rural community, therefore I was expecting to see farms and vast stretches of land. I also did not know what to expect from the learning environment, because I have never lived in a rural community before. It never occurred to me that a rural community could include logging, or even a city center. I came into the community with preconceived notions, yet it is evident from my journal and notes that there is always something new to learn about one’s environment.
Along with my field notes, I have included brochures that I have collected in Shelton. These brochures have provided me with a more in-depth look at the Shelton community and its values and events. I was also able to analyze the resources that were available to the city, as well as acknowledge that there were resources missing, such as gathering places for students after school.
Finally, I have included examples of where I have seen social and cultural capital at play. Collecting demographic information has allowed me to see what cultures and backgrounds are represented in Shelton. Conducting an interview with a community liaison has furthermore allowed me to see how capital is being played. For instance, the owner of the restaurant I interviewed frequently has guests come in that he recognizes, and it is clear from their interaction that he has many friends in the community. The restaurant therefore has cultural capital in that ties and connections are being made among people in that one microcosm of the community.
Being immersed into Shelton’s community has transformed the way I have viewed the community. I have allowed myself to be open to the experiences I engage in each week, and have reflected on them. I am hoping that the experience will change me, and will thus allow me to become both a better educator and a better community member.
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