Today, the final day to get our acts together before we go international. Maybe we were a bit overwhelmed, maybe motivated to invest ourselves in our curriculum projects, but certainly the expectations of high quality curriculum units was clear. Resources seem plentiful, Natalie A. is readily available and I am confident we will surpass the expectations and design curriculum that will have far reaching impact to our students and communities.
In our first lecture of the day, Michael allowed us the pleasure of examining selected treasures from the Nettie Lee Benson Latin American Collection. Wow! These pieces were old! Jorge, our Tour Guide for Mexico, gets the award for taking pictures of absolutely everything, at every angle. And there was a lot to see. 1550 native parchment scroll in pictograph, ear plugs, nose plugs, “Tlaxcala.” Churches became a new symbol of unity, footprints, water as serpent, stigmata, friars, seamonsters-all telling stories of the past. Phew. We were awed by our introduction to Sister Juana Inez De La Cruz who Michael suggested may have been the first feminist in the 1600s. I must insert here that women rock-as all of the teachers on this trip ARE women. The maps are amazingly detailed and magically colorful. The books are carefully stored and illustrate aspects of Mexico and Peru. We are sure to integrate our much anticipated cultural explorations into our projects. Access to many archives are available at www.lib.ut.edu/benson
As our next presenter, Naomi, delivered her detailed lecture (she was a walking annotated bibliography!) on “Literary Intellectuals,” I found myself wondering if I was educated enough to be a part of this group. My brain felt numb. These people are smart! What does the word “excurgius” even mean? Is that what she said? Good thing I could use context clues to figure it out, and chuckle a bit at myself along the way. And again, we discovered that resources are plentiful. Naomi reviewed translated literary works portraying anthropological and ethnological perspectives of indigenous peoples. The novels may be useful to expand our own understandings but may contain scenes too graphic for classroom use such as the crucifixion of a child.
Picnic lunch: salads, fruit, bread and a cookie
Next Raul discussed the socio-economic hierarchy and political history of Peru. Quechua is the predominant indigenous language of Peru but is fading since there is some degree of shame and embarrassment about being indigenous. We were treated to Marcela’s Quechua phrase, however, that meant, “You are as sweet as pork meat.” Apparently in Latin America it is not a good idea to ask people about their race or ethnicity. Almost 2/3 of indigenous people are poor, with 1/3 of those being extremely poor.
In general, indigenous people in Peru complete 6.4 years of schooling, while non-indigenous people complete 9 years. For women, the averages are even lower. For more social statistics see www.inei.gob.pe/ . An absence of organizational legitimacy impacts the lack of indigenous political movements…left. Austerity politics. White elite. Populist appeal. Reform. Defeat of the “Shining Star.” Bribes. Blackmailing. Video chaos. Election fraud. (Am I still in Chicago?) Oh, and a note passed around the room, which, among a group of teachers who usually confiscate exactly such notes, ironically ended up in the hand of the serious presenter mid sentence: “Shauna, Do you have an allergy pill?” The whole room needed a laugh I guess. Oops. Embarrassment. So….politics, oh and they were killed. Superiority of the copper colored people. His popularity goes on. Protest. Election fraud. “There was a poncho issue going on there.” It meant the emergence of ethnic politics.
Must be break time because our heads were about to explode with all sorts of new information, perhaps too much. Do we do this to our students?! Be on that bus in 7 minutes, we are headed to the museum people. A short but interesting tour of the Aztec and Maya Revival show at the Mexic Arte Museum in Austin. Lots of detailed carvings, select pieces of indigenous art, and a few silly movies too. Are teachers shopping already in that gift shop? This could be trouble. Walk on back to that hotel for a break. Phew, breaks are good. Is that what our students want too? For more information on the Mexic Arte Museum and its plethora of resources see www.mexic-artemuseum.org .
The Capital Cruise on Lake Austin with Tex Mex fajitas and wine, was just swell. Group photo on upper deck, yes, that would be Jorge again. It was also goodbye to our curriculum coordinator Natalie, and our Fulbright Leader, Gale. But first, we had to watch with many locals and lots of tourists, as the world's largest bat colony flew out to devour their own dinner experiences. Now we ready ourselves for our own flight of sorts, to devour the cultures of Mexico and Peru. Adios!
Blogger: Amber 8th grade teacher, Plainfield, IL
The Capital Cruise on Lake Austin with Tex Mex fajitas and wine, was just swell. Group photo on upper deck, yes, that would be Jorge again. It was also goodbye to our curriculum coordinator Natalie, and our Fulbright Leader, Gale. But first, we had to watch with many locals and lots of tourists, as the world's largest bat colony flew out to devour their own dinner experiences. Now we ready ourselves for our own flight of sorts, to devour the cultures of Mexico and Peru. Adios!
Blogger: Amber 8th grade teacher, Plainfield, IL
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