Author: Michelle Strutzenberger
Equity and access in online education, oppression – and trust Could the barriers to equity and access in online education be considered a manifestation of oppression, and, if so, how might Paulo Freire’s pedagogy of the oppressed offer a way forward? According to Freire, “an act is oppressive only when it prevents people from being more fully human” (p. 57). Do the blocks to equity and access in online education prevent people from becoming more fully human? While this blog cannot support a full response to this question, let’s say that the answer is yes. Let’s propose that equitable access to online education is in fact a fundamental element of freedom in today’s context. (Anecdotally, my experiences with students who have disabilities who have had to find a way to join online learning communities in order to continue their education during this pandemic could offer support for this perspective). So then how do we move towards liberation for all? Freire argues that the liberation of the oppressed must be led by the oppressed, but that certain members in the oppressor class may join the oppressed in their struggle and in fact play a fundamental role – so long as those making the shift constantly guard against damaging “false generosity” (p. 60). “A real humanist can be identified more by his trust in the people, which engages him in their struggle, than by a thousand actions in their favour without that trust” (Freire, p. 60). Regardless of how we identify ourselves, this quote by Freire offers a powerful way forward to fuller humanity for all: Do we trust the oppressed fully, completely, “to think, to want, and to know” (Freire, p. 60)? In the context of equity and access in online education, do we trust those facing barriers to lead the way to a fuller humanity for all of us? What might that trust look like? How do we begin today to live out that trust? And what could be possible as a result that isn’t possible now? References Freire, P., & Ramos, M. B. (1970). Pedagogy of the oppressed. New York: Seabury Press.
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Author: Michelle Lam
Language is Essential for Successful Integration Although integration is a contested and complex term which has been problematized as being too linear and simplistic and too emphasized on outcomes and measures (Guo 2015; Lam, 2018; Li, 2003), when defined broadly, integration means“ the ability to contribute, free of barriers, to every dimension of Canadian life, that is, economic, social, cultural, and political” (Shields, et al., 2016). This ‘ability to contribute’ is greatly impacted by language ability and the importance of language learning for both economic and social integration has been well documented (Derwing & Waugh, 2012). According to the Canadian Index of measuring integration, there are four major dimensions of integration: economic, social, civic Lam Journal of Rural and Community Development, 14, 1(2019) 77–9780 and democratic participation, and health (Jedwab et al., 2017). Although paths to integration are individual and complex, all four dimensions are greatly impacted by the level of language ability. This may be particularly noticeable in rural centres, where access to interpretation and translation services, as well as access to specific ethnocultural communities, may be limited or nonexistent. In these locations, language learning becomes essential. Positionality I do not approach this review abstractly, but as someone who has worked in rural settlement for over a decade. I have taught adult EAL through a rural settlement office, and over the years have seen the impacts that policy shifts have made on my students. Although I aim to present a critical engagement with literature related to rural settlement and the importance of language learning services, it is important to recognize that I speak as someone for whom the topics of this literature are keenly felt. For example, when discussing the necessity of foreign credential recognition, I instantly call to mind students for whom this has been a major barrier. Both challenges and strengths in rural areas are ones I have lived and experienced with students. References Lam.M. (Vol. 14, Nov. 1, 2019). Language Education for Newcomers in Rural Canada: Needs, Opportunities, and Innovations https://journals.brandonu.ca/jrcd/article/view/1596 Image: freepik.com Author: Michelle Strutzenberger
In my last post, I shared a recent story about my students who are blind finding a way to participate in an online learning space, thanks in large part to an echo of “yeses.” Necessary devices, funding, time, support, and motivation all created the conditions for the students to reach a place where they are now actively engaged in an equitable playing field (for the most part) with the rest of their peers in their class. It’s a feel-good story of generosity and possibility-thinking on the part of all involved, including the students. Today I want to add nuance to the story that may provide some insight into the larger question of shifting the narrative on equity and access in online spaces. As I mentioned earlier, my part in my students’ story was largely to help them learn how to use some of the digital tools. One afternoon I was working with them to troubleshoot some problems, and not once but several times, they revealed that they had already talked with friends and families with similar exceptionalities in different parts of the world and found solutions. So, in the end, they were teaching me about what they could do to access specific platforms as well as make their digital experience more in tune with what they wanted it to be. This small story hints at three considerations as we contemplate the larger question of enabling equity and access in online spaces: 1. Who already has the answers? (In the previous story, it was friends and family who also had exceptionalities and were further along the path in grappling with these same issues). 2. What if those we are trying to support were to take the lead in not only creating their own optimal online space experience but also providing insight into what others might want/need? 3. What if we focused on telling these stories, stories of achievement, and success regarding realizing equity and access in online spaces? How might the sharing of these stories support broader, systemic change? |
USWe are a collective Group of Educators in many different fields, all completing (or have completed) a Masters of Education at Ontario Tech University in Oshawa, Ontario, Canada. we all have an interest in teaching and learning with equity in mind. Archives
December 2020
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