Sunday, June 10, 2018
Poverty near and far: Marginalized Populations and Indigenous Existence
Our course will focus on poverty as a global, systemic experience. Over the course of the week, we will discuss "What is poverty?" and uncover the stereotypes and stigmas it is associated with. Our lessons will include discussions of intersectionality, defining marginalized populations, and self-awareness. While our local will focus on Indiana/ the Midwest (and perhaps a snapshot from the Bronx), our national will include the Navajo Nation, and our international will focus both on Indigenous peoples in Canada and Maori peoples in New Zealand. Our course will highlight an end goal of finding and giving voice to those who have been silenced. What agency do those in poverty have to make an impact in the world (environmentally, for community, or otherwise)? This will include role playing scenarios that will empower our students to discuss poverty (and other global issues) both in their personal relationships and in a broader context.
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Dear Group 3,
ReplyDeleteThis is a fabulous start. Here are my suggestions:
1. Look again at the title, the description includes global (yay) can you work into title and also art in title somehow. If not, the descriptions covers it but give the title one more go-round
2. make sure that you include that you will not just learn about intersectionality and agency but also what those words mean. A sentence about how you will breakdown some of academic jargon into ways of knowing would be great. We all have to try to catch ourselves using buzz words and jargon and created accessibility of these terms. or find a more inclusive way of framing.
3. art - is role playing the art form for your group. so this is kind of a form of drama right? be more explicit!!
great start.
4. Contact Shareef to get this work in revising and editing into google doc on the blog.
5. can every give a shout out to groups 1 and 2 to get their stuff up so we can all give input to all groups?
With Teresa’s insight below, Amy, would you recommend that condescending or shortening our description would make it more comprehensive?
Delete1. Ideas for title:
ReplyDelete-March it Out for Poverty Near and Far: Marginalized Populations and Indigenous Existence
-Take a Stand for Poverty Near and Far in Marginalized Populations
2. Gabe, do you mind taking the lead on intersectionality? I'm new to the world of academia so I'm not sure that I would be best at defining our terminology.
3. I have written down in my notes that Gabe had this awesome idea that the final product of the art form would be posters for a march. The role play would be an activity for students to participate in during the workshop days. What do you all think we should we call our art form if they're making posters for a march?
4. I just emailed about and added everyone to the lesson doc!
5. Since I'm just now reading this, I'm late to reaching out to others but it looks like there have been several group lesson posts made. I'll check those out!
Hi there. Katie and I are doing something similar as far as creating posters and Banners for Activism. As far as the "art form", I have a few ideas. Maybe something like..... "symbolic painting art", "expressive art through activism", designing awareness though images", "positive change through visual art"...
DeleteCould you be more specific in your focus and goals? I believe this description is what the students will see in order to decide which class they want to join. I would tweak the narrative a bit to make it more attractive to them.
ReplyDelete