LISTENING/THINKING Differently -- Foundations

In this Module we will continue to explore the origins of human constructs (beliefs and institutions such as race, nation, patriarchy, that were in essence, invented around values of power, exceptionalism, and competitive imperialism/capitalism when humanity was arguably, less evolved), and their impact on our beliefs, values, and institutions--education inclusive, We will give a specific "ear" to reading and listening differently, viewing "others" (outsiders) and specifically mis or under-represented culture demographics by concentrating on their cultural assets, the value and worth of their unique expressions, narratives, and affinities, as were developed or "created" in response to history.

As usual, let's explore some pivotal concepts and extract NOTES on all key concepts -- particularly as usable to you and your future! This week however, we will begin to work in our mini- Learning Communities (groups). Why the Groups?

The concept of DEJI or Cultural competency immersion learning is really simple: we cannot just read about other cultures, as intellectually, we can "agree" but still emotionally, in our communities, families and ultimately in our daily actions, still be implicitly biased, unwilling to lean-in to the hardships of acknowledging inequity an injustice, and unfamiliar with how to practice the skillsets, humility, growth and grit mindedness -- to move us further. However, in groups (or we'd prefer to say: learning communities) of diversity, we must learn to accommodate, negotiate, engage narratives and forge projects across the divisive constructs and beliefs of our ancestry. So: you will be asked to ready, view/listen and extract notes -- then bring "YOUR BEST" observations -- to your group, and share, negotiate and solve the problem of creating a short 10 minute presentation to the class.

Presentations should:

Have a well constructed "introduction" that brings us into the 3-4 main points you hope to address;
Encourage every group member to share at least one portion (or "act" / point or theme) -- and engage the class by asking one compelling question for discussion OR create an activity whereby fellow students must work through an idea or problem and themselves;
Include the talents of your group (intelligences: including using audio/video, poetry, spoken word, music, dance, etc -- if applicable);
And be presented in a manner you'd like to have presented to you -- as a busy, sometimes overwhelmed student -- as in: be CREATIVE! Always make: what you classmates learn or how they might "grow" in some manner, the concern, over lecture presentation.

For Group Discussion "LEAD" insights -- SEE: Leading Class Discussion

Here are the required readings:

Read: 1-Conflict Resolution for Holy Being –Joy Harjo (Muskogee/ Creek)

Read: 1-Race as Social Construct – M.Gannon,

and the Video:

Video: Get Comfortable with being uncomfortable- Luvvie Ajayi, 10:54

URL: https://www.youtube.com/watch?v=QijH4UAqGD8

What do YOU Hear? When we listen to others, we must postpone our own assumptions of "how things should be," and attempt to remember: a) we have only very limited contact with ALL the world's cultures over ALL generations [and there are myriad "other" ways all things might be; b) listening is a discipline--hearing and listening are not synonymous. Listening to cultural assets and values, especially when we have deeply "tainted" visions of what should be from the hierarchies and narratives of our histories, is NOT easy. So now: we have to listen twice: first to the narratives in the readings and video, and secondly, to the visions and values of your group members.

Suggest:

Read over this prompt, then when everyone has read the articles and viewed the videos and extracted the "POINTS" they most value; then
Meet on Zoom (NOT doing this through a Google Doc., as in: the MEETING collectively and listening is the WHOLE Point) and give each member whatever time thy need to share their views, values, perceptions, talents or super-powers (what each member likes to do, skills, passions, etc.);
Now: arrange these views however you wish -- so there is a fascinating opening, the other points are organized, and all individuals are involved in some manner (note: not everyone must talk - but everyone must participate :)

Grading - CLASS LED DISCUSSION (Group Project): 20 pts.

10 pts. That you read/viewed the content and met as a group;

10 pts. That your presentation shows the beginning of a DEJI learning community: organized, used talents abilities of all, and that your presentation was engaging and thoughtful.