So here it is, last post, and I’m definitely not surprised that I have avoided this one since I would have to reference the ovoid I drew for our poster. We had such a good dialogue in the back that I don’t know if it did justice to those words, nor can I really remember what I said – it was the first time where I had a chance to just flow in the zone of who I am, where it was my ancestors – my mother and grandmother and beyond – whose words I was speaking. Though I have understood that for years, I had never really felt it. Thankfully my group members gave me the opportunity to speak that day, as my life has been full of missed opportunities like this. And thankfully my group members remembered them, so I was able to cheat and reference their posts to jog my memory for this post. I would also recommend reading their posts for a more eloquent look at the details of our standard strands and the conversations we had.
Cultural Curriculum Standard A:
A culturally-responsive curriculum reinforces the integrity of the cultural knowledge that students bring with them.
Drawing the ovoids to represent the cultural standard we were presented is exactly what I hope to get out of my students by the way that I teach. I want all students to feel what I got to feel for 35 minutes (+7): my culture and my perspective were validated, appreciated, used as the basis for our conversations about the assignment – it wasn’t invisible and it wasn’t just a surface appreciation and acknowledgement.
I remember the conversation we had about what word to put in the middle, bouncing back and forth between ‘acknowledge’ and ‘ownership’ we decided that ‘ownership’ had a deeper level of understanding and respect than ‘acknowledge’. And really that is a core of delivering culturally-responsive curriculum, we always have to acknowledge the ownership rights of what we are teaching, and validate intellectual property rights. It’s a way to ground our cultural ways of knowing.
I have thought about how to use an ovoid in a classroom for many years, thinking of how to get it in the classroom. Being able to explain what it means to a design; it’s weight and it’s importance. It all lends itself to reminding students about perspective and delving deeper into our understandings of history. I’d like to create a ‘worksheet’ with these two ovoids where students can analyze or visualize different historical events – the inside represents one perspective, while outside represents another perspective. I don’t know if that’s really what I want or how to explain it, but something along those lines. Hopefully I figure it out in the next 2 months…