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Our hatake (garden plot) in Acadia

Our hatake (garden plot) in Acadia

No wifi here in the community garden – none that I can access anyhow – so I will post this later from the Common’s Block. 8:37 am July 3rd at the Acadia Community Garden, sky overcast and cool breeze – my kind of summer. Plants could be watered, but maybe later this evening, as my wife knows more about what needs more water. She planted everything excepts the uneven beets and carrots – wonder which of the few remaining species we have got growing in our ground. Of course, everything has to be organic, but looking around in other plots, with giant zucchini and other “food of the gods” not sure how much air-quotes go around these organic soils. Guy at Rona – with the frog-killing parking lot – told us they have to be certified, but of course air-quotes will soon be popping up around certified too. Masanobu Fukuoka plays on this theme throughout his One Straw Revolution, and good for him: he worked his way into and out of the argi-science business and survived the war that almost ended up killing nature (fears that plant life would not come back around Hiroshima, close enough to his ancestral Matsuyama home).

Crow from A Tale for the Time Being © 2013 Ruth Ozeki

Crow from A Tale for the Time Being © 2013 Ruth Ozeki

It is hilarious that Fukuoka calls himself and “old crow” (p. 19) considering the dramatic import this trickster has in Ruth Ozeki’s novel A Tale for the Time Being. Her husband Oliver Kellhammer probably read aloud the One Straw Rev while she was reading to him Sei Shōnagon – what an intriguing dinner party they must host! The seed bombs we are going to make, as per Fukuoka’s instructions later today must have been modified by Oliver to recreate his primordial forest EVEN THOUGH the publishers of OSR saw fit to include the disclaimer “may not work in the United States” while rather clumsily apologizing for Fukuoka writing so Asianey. Those quick throwaway comments about the uselessness of music education, or education and medicine in general, are really the heart of he revolution, not that people can finally grow things faster better stronger by hacking into nature’s plan.

A Tale for the Time BeingA Tale for the Time Being by Ruth Ozeki
My rating: 5 of 5 stars

This may the first instance of quantum literacy, or not, for it considers possible actions an author, an environmentalist, a diarist, a computer programmer, a textbook publisher, a Buddhist nun, a kamikaze pilot, a French philosopher, a Japanese hostess, a beach-combing former anthropologist etc. etc. do and do not. The action of reading, pacing oneself by chapters and keeping up with the narrative now, changes the purpose of writing. All the above mentioned characters are one, or any combination of people living, dying or getting caught in between. Read at any other time in my life, the book would be somewhat different, but finishing it just before my summer semester begins will doubtlessly change the entanglement of ideas towards my thesis. If only I could crack the superposition code, or crow, so that I could be professoring in Japan while authoring on the west coast of Canada, I will have achieved the best possible world. Very inspired by Ruth’s example.

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“Why is it impossible to know nature? That which is conceived to be nature is only the idea of nature arising in each persons mind. The ones who see true nature are infants” (pp. 25-26) – he really could have gone with the fish-seeing-water metaphor, but I am glad he stuck with children’s natural insight. In a couple a weeks and a few plots over from our hatake, Acadia children will be coming to tend to their plot. As their community assistant, I plan to reveal so of the unknowable part of gardening, perhaps letting the weeds stay where they are and clay bombing. Still have to find out how much work goes into the “do nothing” farming Fukuoka suggests, but it won’t be too hard to get my wife on-board. Not only was the city Fukuoka first stop on our honeymoon, but she has so many interesting connections to this revolution asides from, you know, being Japanese. Her father worked for his prefectural office studying cattle (cloned Angus he one explained, just like Kobe beef but more unnatural?). Her hometown hatake owns is about the size of a modest house, and since she has no plan to return or develop it, a garden it will remain. Lastly, her brother was recently transferred to Matsuyama, where his family is not thriving at all. Perhaps if he got into farming instead of construction (developing the city more and more into ancient farmland) things will get better. A pipe dream for sure, but so is the OSR according to the many specialists. Have poets and artists started flocking to the Old Crow’s farm?

Here is One Laptop Per Child* according to American media: One Laptop Per Child on 60 Minutes – Thanks for the “cadre of geeks” comments, Lesley, really selling the idea of digital literacy :-S

*Terms and conditions apply: for residents of the United States and Canada, just holding one of these green-and-white computer will stigmatize you, your family and reflect poorly on your school. Other children will have something fancier, be able to do more things on their portable devices and look cool while doing it. Besides, who uses laptops anymore? It is an unfortunate thing that this otherwise noble and egalitarian operating system will face its greatest challenge in the free market nearly cornered by Apple iPads (which unlike the OLPC, are less durable and will eventually be obsolete in four years). The OLCP website contains mostly photo images with brief, caption-sized stories about what they can do, how they are a boon to under-privileged children in hard-luck schools. There are hyperlinks to blog posts, and for the Walmart shoppers news of the XO Tablet appears to top the list. It is an engine for social justice, and this is perhaps its biggest drawback for countries still promoting the American dream, something affordable and “ambitious” as the OLPC gets looked down upon: proof that not enough dreamers are living up to the nation’s potential of becoming rockstar presidents (or in Canada, I dunno, an athlete who gets traded to an American team?). This is the main reason why the digital divide persists.

With the small print out of the way, I admire the innovation and simplicity of design the One Laptop represents. Along the same humanitarian reach of Hole in the Wall and other programs to increase computer exposure to children. Their website lets the pictures do the talking, great for children seeking the inspiration to get connected. The 60 Minutes video does a soft sell of its potential to at least level the playing field in countries where poverty, lack of infrastructure and challenging climate conditions pose a threat to average computers. One of the most intriguing aspects of these laptops is the button that let’s the child see the code for any of the screens they are looking at, enabling children to explore and experiment with the behind-the-curtain aspects of computing. On the OLPC wiki, there is a page on constructionism, citing a few familiar theorists (otherwise known as constructist like Piaget, Vygotsky and Papiert) and the belief that children working together will create social change. Of course, leave it to the adults to mess things up, as 60 Minutes close their report (or at least this segment) on Intel’s attempt to undercut OLPC’s altruism, but perhaps with more netizens worldwide, The Man will have less of a deterimental effect on digital connectivity.

One way to measure the level of success is to hear from the children themselves, rather than the designers and educators speak its praises: here is one child in Bhutan answering his teacher’s questions, but it won’t be long before they are demonstrating their own ideas. I like that LEGO and Stratch have teamed up with the One Laptop, and look forward to seeing more from around the world.


Bhutan olpc video 2013

Reading week was a productive break: not only did I get caught up with my weekly readings (staring fixedly at my iPad for six days while also flipping actual pages to find the 101 variations on the “What kind of person is Dee?” question in Bloome et al.‘s (2008) On discourse analysis in classrooms), but also had some extra time to work as a substitute teacher. Since earning my Bachelor of Education at UBC in 2009, I was fortunate enough to start work as a Teacher On Call for the North Vancouver School District that same year. My cohort was in the Fine Arts and New Media Education program, and many FAME grads found work in North Van as well. Last Friday I ran into two of my classmates who just recently got semi-permanent contracts in the primary grades. It was a long wait for many on the often bumpy TOC list, with long stretches of not enough work and occasional flurries of not enough TOCs. During the past four year, I have begun to feel a bit like the “andys” featured in Philip K. Dick’s (1968) Do Androids Dream of Electric Sheep? that have a four-year lifespan built into their design. Perhaps more familiar as a Replicant in Ridley Scott’s (1982) eye-candyland film Blade Runner, one particular speech must be on a constant loop in the minds of long-term TOCs.


Blade Runner (1982) Tears in Rain

Of course, none of us are planning to go out like Rutger Hauer, symbolically releasing a dove at the end of our TOC careers, as most of us will get permanent jobs as teachers. Yet there are many moments I have seen while working on call, all the discourse that has yet to be analyzed and most likely never will due to meaningful yet hindering ethical requirements. Not knowing where I will be teaching from one day to the next is one of the challenges to conducting research in classrooms, and while I am aware that I could have gone through the proper channels to conduct an ethnographic study during my Master degree, the catch would have been that I was taking away from much needed calls to work as sub (and therefore afford to study educational technology, a program that didn’t need a research thesis in any case). All of this is to say that I understand why I cannot share discourse very similar to what Mökkonen observes in a Finnish primary classroom. Inspired by her study of socialization and subteaching in a multilingual classroom, I had to share a story that might have happened to me earlier last week, when I could have been TOCing at an école.

Firstly, in a certain school district, there are several elementary schools that are partially French Immersion. The schools are typically bilingual, and depending on their size, might have equal numbers of French and English classrooms for each grade. Split classrooms are common when there is not enough students to make up a full class in one or the other language. When a TOC like myself gets called into a French classroom, it can generally be assumed that all of the French-speaking TOCs are already booked (or found full-time position!) and even before the morning bell rings the students know that there won’t be much French spoken all day. The scene in my story takes place, however, in an English split K/1 classroom. The incident of subteaching arose when a student chided another for asking yet another to say something in this child’s native language. The student’s censure was captured in the command “No, English only!” As the TOC is usually the last person in the room to know about classroom procedures (doubly so in primary grades when it is Calendar time), the TOC in this K/1 asked the class “Whose rule is that? I thought this was an French and English school.” When gently provoked to provide details, none of the students could say who told them to speak only English in the classroom, but most were assured that “those are the rules” and further discussion quickly ceased. Situations like these seem to be crying out for a proper discourse analysis, but like Hauer’s line “tears in rain” I could just be making it all up!

Here is the latest draft of my review assignment:

Down the Digital Rabbit-hole.

Here I am again, and it turns out to keep on track with other classes for the rest of the week (both of them had last week off for reading week) I will simply label this post as Week 7 again, despite not having to post anything on the UBC Connect site for this current week. Author Cynthia Nugent will be a guest speaker for today’s class, and I can also post a link to the the class wiki (link coming soon) on rating DL apps for the somewhat shiny new iPad Minis that belong to the Digital Literacy Centre.

Guy Merchant strikes again, and instead of posting my reflection on his virtual world research (Merchant, 2009), I made a brief video that captures some of the points he raises, but also connects one of my projects from my Master of Educational Technology program from 2010 to 2012.


YouTube URL: https://www.youtube.com/watch?v=mcbKui_L39Q

And here is the venture pitch for the Virtual Globe 3.0 that I recorded a few years back, with a link to the UBC blog where it was posted. Now that I am inspired by Guy Merchant (again) I really want to start making this virtual project a reality.

UBC Blogs: ETEC 522: Virtual Globe 3.0

Since the dodgy website doesn’t always have the videos embedded, it looks like I will have to start over with a new model for performing Shakespeare in a virtual space. Look forward to more on this topic in the coming weeks.

Looking for the Monty Python traces in Knight of the Burning Pestle, Beaumont may have invented the pepperpot!

On the Case with Natalia, Victoria and Akira Kurosawa!

Family Day – no class

Merchant of Venice and Two Gentlemen of Verona

Plus Honest Fishmonger’s staging of Measure for Measure

Monster University

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