I find it useful to solidify theoretical connections before traveling to Ghana for the practical side of seeing theory in action. Connecting what we've been learning back to the readings we've done helps me contextualize and reflect on what to notice while abroad, and how to make sense of it.

I'm thinking about all of the readings we've done, but particularly of María Lugones' perception of "playfulness," and how this trait develops from not being "fixed"--that is, when we embrace the reality of inhabiting different worlds (material and figurative). 

I see clear connections between plurality and the dangers of thinking in hierarchies, as well as agency and how "damage-centered" thinking is not innate. We can teach ourselves to think relatively...to refrain from comparison...to see things for what they are with a critical but forgiving/relative eye. We can be open and see things from different perspectives...what we inherit is not fixed. Literacies, plurality, and playfulness go hand in hand, and are especially good things to keep in mind while traveling.

I'm really looking forward to the trip.

I really enjoyed doing the activity with everyone during our storytelling presentation. When we created the activity we knew it would be interesting but I was excited to see what everyone came up with (in such little time). All the presentations were so different in medium, style, content and presentation. They all showed something different about the individuals in the group and what was important to each of them. It got me thinking back to Gee and his ideas of discourse. While all the presentations were different they all seemed to fit the standard discourse we have in academia, rather than a discourse that would have been found in a place like Ghana.  What I mean is we have all been told stories throughout our lives, we have acquired (to use Gee’s word) a certain way to tell stories. They are through pictures or narrative and they all come from the narrator. We saw that in Ghana many stories involve movement from everyone or call and response, and those stories were not presented in our classroom. If they were it would have been a learned practice and the class would have been more aware of the choices they were making to tell their story in that way. I am now realizing even more how much our own discourses determine not only how we interact but also how we tell stories about ourselves (to bring in Rob’s class and Narrativity to tell about who we are). Our discourse determines how those stories look and the way they are told. Is it so crazy to ask us to step outside of our own discourse to tell our story? Perhaps it is.

I was in the group that presented on language diversity in Ghana. I was talking specifically about language within the school system, and how English is currently the accepted language of Ghanaian education. It isn't until Senior Secondary School that Ghanaian students are explicitly taught Ghanaian language. This policy makes me feel sad and a little angry, the same way that it does in American schools. Last semester in Empowering Learners, I defined agency as "the learner’s decision to take ownership of the world in which he/she lives and to apply his/her skills to shape that world." This definition was very much attached to language. I see literacy as a crucial skill for shaping the world. When a school system denies a student access to literacy in their native language, the system is taking away some of that student's agency. Waiting to provide this fundamental access to students who make it into schools that have stringent academic requirements is completely in opposition to what I think needs to happen. Language skils should be built upon, not limited. It's sad that this can be influenced by politics or ideology. 

I was really happy I chose the Storytelling theme for my group project. The research was somewhat difficult as it was challenging to find reliable sources that provided information from a Ghanaian perspective or at least from a non-biased or skewed perspective. The Storytelling presentation inspired me and it is really exciting to use the knowledge I gained from the project to create curriculum for the 4th graders I teach art to. On Friday when we taught the 4th graders we actually used the same Anansi book for their lesson. We then made “storysticks” where students drew pictures to represent a story on a cardstock piece of paper and we then folded it to make a cylinder or stick with their unique story on it. We then made spiders and students got to paint Adinkra symbols on the backs of their Anansi spiders. This project was very rewarding and the students loved it so I am thankful to have been provided information through the class and the project to share with my students. It also felt very rewarding to see how everyone engaged with our Storytelling lesson on Tuesday. I was really impressed with everyone’s stories and presentations even though there wasn’t too much time for the activity. We were able to see the many different modes stories can be told through- using drawings, words, technology, photographs. There is so much possibility and potential in telling stories.