jccohen's blog

Hello Eco folks,

Here are some readings about Camden suggested by Michael for our class; I'm also including Michael's notes.  I'm posting them now in case you want to browse in them as we work on the lesson plans you're developing for our 5th grade partners.  We may also use some of these readings in other ways...

In Ed class on Wed., we had a silent discussion in response to quotes from our readings.  As I read over all of our rich, provocative writings (I love the way 'silent discussion' stays in place for a minute!), I started to notice language that seemed related to economics... and decided to highlight these in a post, hoping to prompt more cross-disciplinary talk, including "difficult conversations" within and across our 360 classes!

Here are some quotes from our language ('representation') on the silent discussion poster pages (with my italics added):

Is referring to (certain urban spaces) as "denatured" good - what if they reflect the nature of the community they are located in or hold a certain value to the community?

I'm wondering is these (manufactured playground structures) cost less overall -- less upkeep?  More economically affordable...

...is it necessary that we get the voices of urban kids and adults?  Do they want more access to nature and wildlife?  What spaces are valued and where (for example) could a park go?

But also in the name of money, because the same people who forbid these environmentally harmful activities (restrictions placed on children climbing trees, etc.) allow things like mountaintop removal and fracking...

sasha, sara, and hayley,

Here are some thoughts about our upcoming semester at rcf:

We’ve talked about running the book group (reading and writing group?) every fri., 1-3 pm, from jan. 24 to may 2.  Anne and jody would be there alternate Fridays, and the other Fridays Hayley (if you’re staying with this-?), sara, and sasha would teach the class.  BUT I just realized in an exchange with Anne that if sara takes our 360, you won’t be available on those alternative Fridays either--?  And this might be a reason to get a (strong!) student from Multicultural Ed…

inequity at so many levels of the system.  i find the piece disturbing, and am reminded of our (many!) conversations about individual responsibility and institutionalized/systemic issues...

http://www.theatlantic.com/national/archive/2013/12/i-got-myself-arrested-so-i-could-look-inside-the-justice-system/282360/

Whenever Elaine spoke, Jamel leaned forward and listened closely.  He was quiet, polite, deferential.  There was no hint of the fierce temper that the Bing guards knew well.  Here on Rikers Island, Elaine’s lengthy imprisonment gave her a certain authority in the eyes of her younger son.  She could tell that he was proud of her for surviving such a long prison sentence with her dignity intact.  (p. 183)

To (the recovering addicts at Project Renewal), she was a role-model—a real-life example of someone who had made it, who had lifted herself up from the bottom of society and found her place in the workforce.  For her part, Elaine hardly considered herself a success, at least not yet—not until she found an apartment where she could live comfortably with all her children.  (p. 219)

RCF class, 10/25/13:

Materials: name tags, books, pads, pencils, large paper (3 sheets), tape, paper 8x11 (20 sheets), markers, crayons

1.  SARA? Introductions:  Each person names herself and says something about why she's here.

Check out these two articles about the college access and experience...

http://www.nytimes.com/2013/03/17/education/scholarly-poor-often-overlook-better-colleges.html
&
http://www.nytimes.com/2013/03/17/opinion/sunday/does-affirmative-action-do-what-it-should.html

Education 311: Field Work Seminar

Spring 2013

Bryn Mawr College and Haverford College

Bryn Mawr/Haverford Education Program

Office: Bettws-Y-Coed 303 (BMC)

Meetings by appointment

Phone: 610-526-5214 (office), 215-206-6832 (cell)

jccohen@brynmawr.edu

Course Overview

This is the culminating seminar for students completing the Minor at Bryn Mawr or Haverford Colleges, and is open only to students completing the minor.  Drawing on the diverse contexts in which participants complete their fieldwork, this seminar will explore how images and issues of practice emerging from students’ fieldwork inform and are informed by cross-cutting issues in the field of education. 

What do you wish you/we could have talked about with the women at the jail?

I wish we could have talked about the tension of Bryn Mawr students being able to leave at the end of the day, or the broad topic of power dynamics between us.

I wish I could’ve known why the women wanted copies of Zehr’s book on the children of incarcerated people.  How could they actively choose to step face to face with such a poignant reminder of their failures and losses?

I wish we could have asked – and they could have told me – about the details of their lives.

Also, I wish we could have reflected together on what we learned by making art: What we learned about being creative/having agency within institutional structures; about finding our niches; about working collaboratively.

What did the virtual tour of BMC really make you feel?  I noticed you became very quiet and reserved. – to (a particular woman)

What did you expect from this class prior to starting it? – whole class

I wish I was able to ask about religion and its role in the women’s lives while incarcerated.  I also wish I was brave enough to share experiences I had in common and to admit some of my own faults to make the conversation more equal.  And why didn’t I just ask how they felt about us coming in and how they saw our class, outside of an escape from the monotony of the jail’s daily routine.