Sunday, April 10, 2016
Thursday, April 7, 2016
Post 7 A Multicultural Approach
One of
the courses I have been taking this semester is a course in Multicultural
Counselling. I think for most students taking the course it has been an exercise
in being more aware of the different and unique experiences of those around us
and those we may encounter in our work in therapy. Especially with the concept
of intersectionality there are many ways a client could be marginalized, while
also experiencing areas of privilege, which can make issues become deeper and more
complicated than at first glance. Part of my job is to be able to recognize how
the experience of others is different than my own lived experience. I also need
to be able to identify the systemic issues that a client could be facing that
act as a barrier to their success and be able to have a conversation with them
about it. Unfortunately sometimes things are out of a client’s control and
there is only so much they are able to do without addressing these systemic
barriers; these are the times where a multicultural and systemic approach are
best in order to move forward with therapeutic change.
Post 6 Recognizing Blind Spots
One of the areas I would like to
continue working on as a counsellor is being able to recognize where my blind spots
are and what I can do to be more aware of them. I think this issue comes to the
forefront for me when I am asked to evaluate what my strengths and weaknesses
are and I realize that I find it to be a difficult task. I like to believe that
I am always doing a great job at what I am doing, but the truth is I am just
beginning my career in therapy and I am going to be making mistakes and
overlooking some areas. Part of my difficulty may stem from not enjoying
spending a lot of time looking at my shortcomings, but it is an important
practice to partake in if I want to continue to grow and develop the skills I
have learned. After spending some more time reflecting I find I am able to
better identify the areas I excel at and which I would like to spend more time
improving. However the next more difficult step after identifying the areas to
improve on is finding the ways to improve the areas, beyond just being mindful
of them.
Post 5 Sending Emails
I have had to get used to keeping in contact with clients
through emails fairly regularly between setting up and rescheduling appointments.
Unfortunately as I have learned it can be difficult expressing yourself or connecting
with someone via email. Especially with a counselling relationship any attempts
at therapy or getting at any serious issues is best done in person rather than
through email. An important part of the therapy work is the dialectical nature
as well as body language and so much of that is lost in translation with email
messages. When you are feeling concerned about a client after a missed
appointment the best kind of email message is one that sticks to just checking
in with them, wishing them well and inviting them to contact you again if they
feel they need the extra support.
Friday, April 1, 2016
Controversial Issues in Democratic Education
Classes
Inclusion
of controversial issues in school syllabi is a good detour to encourage
democratic education. Through a controversial issue, be it political, social,
or religious, an instructor in the class can succeed to impart democratic
education. Each and every controversial issue, because of its controversial
nature, has two sides for the speakers to speak for and against. Naturally, it
is a good topic for students to be engaged in a debate, one of the key
principles of democracy. A teacher rich in democratic ideals can design
syllabus with some controversial issues with an aim to extend participatory
knowledge and skills to his/her students. It is good for students but it is, of
course, challenging for a teacher. In doing so, the teacher may risk losing job
if the authority is autocratic in ideology and intolerant in views, and that’s why,
many teachers dare not drag controversial issues in classes. I have some
experience about it: I have seen some progressive teachers humiliated by
autocratic authorities for discussion on controversial issues in classes. I saw
my biology teacher who avoided teaching the chapter on human organs in our
biology book. He told us to read the chapter at home. Later, we understood why
he avoided the chapter even though the chapter was not controversial. The
chapter was on human organs, not on an issue of political controversy. I am
tempted to cite another example. A young teacher of political science in course
of his lecture relevantly mentioned in our class that the division of India
based on religion into India and Pakistan was a political blunder of the then political
leaders. This comment reached the principal who withdrew him from the class and
replaced him with another teacher. Though this type of case is rare in Canada,
there are still lots of countries where the autocratic mentality of school
authorities strangles democratic process of teaching. I feel teachers have no
full autonomy over teaching as per their will, and therefore, they avoid
teaching controversial issues though those issues can play a significant role
for democratic education.
Few
Words on Foucault’s Panopticism
Foucault
in his Panopticism explains a link between power, discipline,
and control. To do so, he draws on the notion of Bentham's Panopticon where
prisoners in their prison cells are visible to the watchers, but the watchers
remain invisible to the prisoners. This system is devised in order to suppress
the plot the prisoners might hatch against the authority. The notion of
constant surveillance is implanted in prisoners' psyche in such a way that they
cannot wipe out the idea of surveillance even though they are not truly
surveiled. This way discipline is maintained by generating fear in
the mind of the prisoners, and thus, a control upon them is installed. This
idea of Panopticon or of Panopticism has
practical utility, and that's why, schools, colleges, hospitals, and shopping
malls introduce surveillance system to get outcomes. However, Bentham's notion
of Panopticon, and Foucault's idea of Panopticism are
not fully new and novel. Rather hundreds years before their births, the notion
of Panopticon/Panopticon finds an expression in the Bible in
which there is an anecdote of physical union between Adam and Eve in
the Garden of Eden. God sees Adam and Eve in physical union but Adam and Eve
cannot see god. God plays a role of a voyeur. God banishes them from the Garden
of Eden for the violation of his command. Humans know it. They know the
punishment imposed on Adam and Eve. So, they (humans) dare not violate God’s
command. Thus, God maintains discipline and control on humans. This is one kind
of fear God has implanted in human minds. God displays his power by meting out
punishment on Adam and Eve. The exhibition of power, however, is not limited to
God and the authority of the State alone. The display of power is also seen
among the super powers. For example, the explosion of Little Boy (atomic
bomb dropped on Hiroshima), and Fat Man (atomic
bomb pelted on Nagasaki) by the US is an exhibition of power that perpetuates
its control over the rest of the world. Its display of power in a ceremonial
fashion in Iraq-destruction consolidates its supreme sway. No one challenges
this big power. Thus, it maintains discipline and control worldwide infusing
panic in the minds of other powers!
Civic Education in Norway
Civic education in Norway is an integral part of elementary
education and lower secondary education. Children start education at the age of
six. During ten years of compulsory education, they are to study social
subjects every year. This subject includes geography, history, and social
studies (Mikkelsen, 2003). Civic education is included in social studies.
Civic education in Norway is not new and novel. It traces its
genesis two hundred years back. Till World War II, it focuses on matters
related to constitution and different government institutions of the country. The
notion of civic education in Norway begins to change after 1945. The curriculum
stresses students' active participation in national issues and introduces them
with power relations, democratic principles, and local government and
organization processes (Borhaug, 2005).
According to the elementary education law of 1827, all schools have
to keep a copy of the constitution. The education law of 1848 states that
education system should provide students’ knowledge that helps them be
responsible citizens of the community. In the late 19th and early 20th century,
civic education is developed as an appendix to history. Later, civic education
frees itself from an appendix and earns its position as a compulsory subject
for elementary schools, lower secondary schools, and upper secondary schools
respectfully from 1959, 1969 and 1964 (Borhaug, 2010).
In the post war years, student councils are made statutory and become
mandatory in schools. They are made up of elected representatives from each
class. The introduction of student councils affirms civic education for
children who receive it from practical participation in schools.
Matters related to constitution and formal structures of political
institutions are still the main concerns of teaching in classrooms. However,
the textbooks gradually begin to include international issues: problems of the
underdeveloped world. Textbooks gradually focus on how society moves towards
better forms. Voices for further changes are heard in textbooks. In addition to
formal structure and institutional matters, current issues and affairs get
space in textbooks.
This change is reflected in their national curriculums of 1989 and
1997 (Borhaug, 2010). The curriculum of 1987 states that social studies should
not be reduced to presenting institutions in a theoretical manner only; it
expands its purview to controversial issues students take part in. They discuss
such issues in classrooms. Critical perspectives are promoted in the curricula
of 1989 and 1997. The curricula intend to develop children's critical thinking
on issues like racism, environment and consumption. Thus, International issues
become prominent in social studies curriculum. The 1987 curriculum states that
teaching should stir students to engage themselves in civic activities. The
curriculum also states that students must play active role in environment
protection.
The curriculums of 1987 and 1997 assert that civic education must
teach students to solve problems and make decisions by themselves. It must
teach students to voice against arms race. Students must focus on
problems and how they can solve the problems by themselves. Tolerance and
solidarity to less developed nations are promoted in the curriculums, and
accordingly, students start with a problem, examine its causes and consequences
and analyse how it affects people. This is an innovative learning where
students take part in debates and projects. Thus, social studies become the
subject of expressing opinions, debates and group work for learners. Besides,
the curriculum of 1987 keeps space for human rights. The curriculum also
teaches students that all nations of the world are interdependent.
Mock election is a pedagogical
instrument that makes civic education more engaging and entertaining. The aim
of the mock election is to make political awareness and competence among
students. Introduced in 1989 election, the mock elections are being held in
high schools prior to all parliamentary and local elections in Norway (Borhaug,
2008). All high schools in Norway participate in mock election with an option
to decide whether they will take part in the election, or both the election and
the survey. About 70 % of all high school students participate in the election
and around 20 % of them take part in the election survey. Each school counts
its ballots and reports the results using the Internet
Knowledge promotion is the latest reform in the 10-year compulsory
school and in upper-secondary education and training. The reform aims to
develop fundamental skills that help learners participate in knowledge society.
The reform is launched in autumn 2006 for pupils of grades 1 to 9 in 10-year compulsory
school and for pupils in their first year of upper-secondary education and
training. Five basic skills defined in this reform are: the ability to express
oneself orally; the ability to read; the ability to do arithmetic; the ability
to express oneself in writing; the ability to make use of Information and
Communication Technology.
To sum up, the overall objective of social studies in Norway is
civic education that teaches students to view society as a community where all
members contribute to reconstruction, growth, development and welfare of the
country. This civic education ensures active participation and civic engagement
of learners in their civic life. This is reflected in national curriculum
characterized by current issues, critical perspectives, international issues,
human rights, and democracy as an ideal. Thus, civic education in Norway
creates 'glocal' (local and global)
citizens.
References
Borhaug,
K. (2005). Voter education: The political education of Norwegian lower
secondary schools, Utbildning & Demokrati, 14 (3),
51–73.
Borhaug, K. (2008). Educating
Voters: political education in Norwegian upper-secondary schools, Journal of Curriculum Studies, 40(5), 579-600.
Borhaug, K. (2010). Norwegian
Civic Education - Beyond Formalism? Journal
of Social Science Education,9 (1)
.66-77.
Mikkelsen,
R. (2003). Conditions for high democratic awareness and participation in
Norwegian schools. The Online Journal of Social Science Education (OJSSE). Retrieved
from
http://www.jsse.org/index.php/jsse/article/viewFile/465/381
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