Rachel Page

Statistics I

Role: The Debriefer

This R&R role is highly important, and involves two
tasks. First, the Debriefer writes a 3-5 paragraph
summary of the R&R meeting for that week. This
includes general topics discussed and questions
raised (take care not to breach team confidentiality).
Second, this member will email a copy of this
debriefing to the instructor no later than 11 pm CT
on Sundays These debriefings will assist the
instructor in both ensuring that the R&R teams are
working effectively, and in aiding in class session
discussions.
Debriefing Summary*:
Topic of the Week: Week 6 Transformative Learning
Attendees (check the box if present):
Ringleader: William Johnson
Engineer: Vincent Lavelle
Debriefer: Rachel Page
10th Man: Joseph Sanchez
Highlighter/Wordsmith: Leslie Seipp
Artist: Daphne Harris
Our groups discussion this week covered the following questions/topics from
the assigned Ringleader.
Possible Discussion Questions:
1. AMERICAN INDIAN INDIGENOUS PEDGOGY- Is anyone of American Indian
descent?
No one in the group was Native American or of Native American
decent.
What do you think the author meant by Talking around the edges,
combined with the show it dont say it method? Can you relate?
Our group collectively agreed that what the author meant by,
Talking around the edges and Show it dont say it is an
interesting method but not unique to Native Americans. Any child
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in any family can learn by being around others and listening to

adults. As a parent, when the child is playing on the floor they
are seemingly occupied as you are carrying on a conversation
with another person in the room. Later, you realize, the child was
actually absorbing and listening to everything you were saying.
In just those small moments, their vocabulary was actually
increasing and so is their knowledge of that particular situation
that was being discussed. There is a lot to be said for children
absorbing the adult interaction, and what adults are saying
around them as instructional moments.
What do you think about the American Indian tradition of storytelling as a
formal method of indirect teaching? Do you think it is effective?
A lot of cultures depend on the tradition of storytelling. The idea
came about because when an elder died; it was like losing an
entire library because that person possessed so much knowledge.
Children should learn by doing not writing so the story
telling method can work really well in a one on one setting like a
grandfather to a grandchild. Also its a great way to make sure
the cultural embodiment continues .One of our group members
brought up the point that story telling in a classroom setting
would be difficult because there are so many backgrounds and
personalities present.
What do you think about the effectiveness of the hamster lesson?
This was a great lesson, but our group had mixed feeling about it.
Members of the group said things like, I dont think Id want to
be the one to turn the plumbing back on or A little extreme or
She went the passive aggressive route. The question was asked,
do you think it would have been more effective if she would have
just said, Clean the Hamster cage?
Ponder for a second about the authors statement that In general,
American Indian communities have traditionally valued harmony, respect,
integrity and balance, both in terms of individual behavior and overall
group dynamics. The have not valued conflict, competition based on
conflict of interest or ego, or adversarialism as the foundations of society.
Think about our Western views of politics, sports, academic performance,
and competition/conflict? Are the American Indian concepts realistic or
nave? What about western concepts?
Our group collectively agreed that American Indian concepts of
learning are realistic and so are Western concepts. All narratives
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are important, but to say that the narrative style of teaching

should be the only way to teach in the classroom setting isnt
feasible. The classroom needs different ideas and ways of
learning such as Transformative Learning, and Replicative
Learning. One group member brought up the question, Should
education accommodate the learner or should the learner
accommodate the education? Its very difficult to satisfy every
culturals wish to represent all cultures in the classroom
especially when the majority of the curriculum in our childrens
classrooms are predominantly Eurocentric. History is written by
the winners which ignores whole groups of people. who have a
part to play in the making of that history.
What about our societys propensity to frame competing views with the
Good vs. Evil narrative?
Our society is very competitive and we often see things as black
and white such as Good vs. Evil. A group member brought up the
conflict based structures scenario in our book that backs up this
claim. We have competitive sports, Law vs. Criminals and Illness
vs. healing.
.
2. MAORI CONCEPTS OF LEARNING & KNOWLEDGE
What is the meaning of ako? What does the shared term tell us about
Maori learning?
Ako means Learner and Teacher. The teacher can be the learner
and the learner can also be the teacher in all situations. Also
Maori Learning shows us that Learning is a lifelong process. If
you were a teacher, you may be held in regards because you are a
teacher but there is always room to continue learning. The
teacher has the advantage, if they are open minded to still learn
from their students.
Discuss tapu (sacred life force; well-being), mana (social status; prestige)
and mauri (life principle).
We really didnt understand the concept of Tapu, Mana, and
Mauri. We also had trouble with the chapter because the authors
were focused on making sure that the audience understood that
there were all these distinct separations in the Mauri community.
What do you think about the three baskets of knowledge: Kete tuauri
(peace, goodness and love); Kete tuatea (prayers, incantations and ritual);
Kete aronui (war, agriculture, woodwork and stonework).
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Our group discussed the three baskets of knowledge and decided

that each basket of knowledge was a piller for the community
and, social interactions with one another to keep the rituals and
the traditions going.
What do you think about the five strands: Well-being, belonging,
contribution, communication and exploration?
In our readings this week, we all noticed some common themes
such as, Community First and Tribal Mentality. One group
member asked, Does holding on to the traditions on these
communities, stifle the progress of growth? When you cant find
that representation of another group outside of your own group
then you turn inward. Then you spend a lot more importance on
building up the group from the inside rather than embrace other
cultures.

3. AFRICAN INDIGENOUS KNOWLEDGE

What do you think about the African context that is characterized by oral
instead of book-reading culture and that learning does not occur from a
book?
We agreed that the African Culture may value oral learning
instead of the western way of leaning because it could have
been better for their community.
What is meant by you cannot have an old head on young shoulders?
From a learning stand point our group deciphered this to mean
that learning must evolve with the changing times. You cant
keep teaching the same way because people are always evolving.
Do dreams and visions have a place in education?
The time of reflection is more of an appropriate answer. Certainly
taking the time to think is wise.
4. LIBERATION THEOLOGY & LEARNING IN LATIN AMERICA
What is liberation theology?

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We discussed the definition on Liberation Theology from the

book. Liberation theology for education is the art of developing
human beings. Individuals leave their condition of poverty to
become organized workers and begin the construction of their
own destiny, building or giving a new form to themselves by
using different ways to shape their consciousness (Oliveira p.
151)
What are two ways in which liberation theology is conducted?
Two ways that Liberation Theology that we discussed was
through meditators and educators. Mediators play political roles
in conflict negotiations and as educators have roles in the
community and church.