To Stop Climate Change, Students Aim at College Portfolios

Today we will continue the work we begin in Jody's class: planning for
the presentations we'll be doing for the whole college community:

As we are approaching the end of semester, we stand at the cross rod to really think back and evaluate what we have done this semester.

Last Thursday, when were discuss a text about participatory action research by Lois Weis and Michelle Fine in Working Method, we touched based upon many critical questions about the effects and purpose of our art workshop in prison.  I want to expand more on that topic as well as our last workshop.

Firstly, one valued was emphasized was to be able to challenge the traditional power relationship. Such a statement was very easy to say but hard to execute. In our case, two groups of women were brought together and doing the same art project corporately. Various background and social status were mixed in the room and conflicts were expected. I don’t know which group benefits more from such a gathering. However, we can’t that each one us were able to see a different side of the concept were talking about form others, For me, even their positions in this society were inmates. I was able to, for the first time, to have “real-life” interpretation of what dies justice system do to individuals’ lives.

I am really trying to make up the two posts I missed for Barb’s class

I think want to reflect more on the last last Friday’s discussion about looking-glass identity transformation inside the prison. The reading was very comprehensive and easy to read however the indications behind all text are very provoking and indeed caused many disagreement and tensions.  

Two important things were mentioned throughout the text which I think are really relevant to our conversation: labeling and rehabilitation.

This memo, I was trying to emplore the similarities and differneces between our Canery visits and Visiona dn Alliance in Offending women. I found when comparing either two of these three, many interesting anf similarities appear. However, the length of the porgrma made the final differnece. I am not sure whihc road( the porgram) will take womne furhter.

In the first week's memo, I talked about viewing the issues of disadvantagous class with differnet lences. Through the socialeconomic lence or historical lences, we will be able to see the differnece elements that might not be as obvious as it should be in other lences. Also, it's important ot consider question from various perspectives.

As beautiful as the idea of being comfortable with silence is, wrapping my head around actually performing silent activities is a different story. I was impressed by how fulfilling silence is for Linda-Susan Beard, and I thought a lot about my own restorative practices. For me, talking has always been restorative. Not shallow or surface conversation, but the kind of talking where two people come together form a different kind of understanding. For me, thinking has always been a vocal and collaborative process rather than a silent and internalized one. I was told once that there have been studies done on cats where a cat was placed in a room with no stimuli and they were essentially brain dead- no activity went on when there was nothing stimulating a response. I can’t remember who told me this or even if it’s true, but when I’m alone, I feel like those cats. I feel muted, stunted- that without the benefit of another person to think with me, I’m unable to think fully. After hearing Linda-Susan Beard talk about how fulfilling silence was for her, I wondered if we were both talking about the same kind of restoration, even if we achieved it in different ways. She spoke of feeding off of silence in a way that seemed very similar to how I feed off of conversation; it is sustaining.