Global Issue: Inequality and misrepresentation of indigenous peoples

Narrowing global issue: Misrepresentation silences indigenous voices and perspectives

2) To fully understand Theory of Knowledge and Extended Essay;

3) To be able to understand how all of these concepts apply to my local reality

4) Expand my knowledge on assessment strategies

2) Teaching developed in global and local contexts

3) Teaching informed by assessment (formative and summative)

4) Teaching designed to remove barriers to learning

5) Teaching focused on effective teamwork and collaboration

6) Teaching focused on conceptual understanding

1. What is your order of importance for the approaches to teaching?

   I understand teaching from a broader to a narrow approach, meaning, we should have first an understanding of the question is driving our investigation and than narrow those answers to a global or local issue. Once this is done, it is necessary to evaluate if we need further investigation and then move to conceptual analysis.

2. What is your criterion behind some having a higher or lower priority?

The criterion is from the most vast range of information/ issues to the narrower/ local one.

2) Thinking skills

3) Self-management skills

4) Social skills

5) Communication skills

1. What is your order of importance for the approaches to learning?

   First gathering information, then thinking about its relevance, reassessing your own findings, sharing with peers and reevaluating, communicating your findings in writing or oral.

2. What is your criterion behind some having a higher or lower priority?

   From reseach to writing ideas. Narrowing the vast amount of information avaliable.

>> I want to make sure there is room within a given syllabus for students' autonomy of choices allowing them to reflect on significant content that speakts to them.

>> I want to make sure there is an amount of creativity space so the established interpretation of texts is not the only one discussed. Therefore, the student would create knowledge / critique knowledge instead of only repeating dominant ideas.

>> I want to make sure students learn how to make connections between texts and critique their similarities, differences and their effects on society.

• What two principles of course design spoke to you personally, why, and how will you use that to design your syllabus?

INTEGRATION - I believe it will be interesting to design a course that compares not only literary and non-literary forms but also considerates a range of topics and concepts of investigation.

VARIETY - It´s important, to my point of view, to try to expand the varieties of text types, forms, times, places and voices within the syllabus in order to counterbalance the established canonical voices. 

• What one question do you still have about the philosophy or the practicalities of designing a course syllabus?

I still believe balancing the canon and newer voices to be a challenge once established authors play a central role in language and literature syllabus in Brazil. Therefore, finding room to give all these variety the deep look and reflection they deserve will be something to think about. 

How can we balance a variety of texts to be investigated without losing depth in interpretation? 

The learners portfolio is a great tool to exercise analysis, comparisons and to assess in a formative way strengths and weeknesses of the learning and teaching process. The assessment components help us assess achievements in a summative manner.These tools will help us achieve the IB mission to develop critical analysis rather than just memorization and the internationally-mindedness of its students.

Politics, power and justice – field of inquiry

Women´s perspective towards power. – Global issue

Woman´s perception of power – a right or a responsibility

FIRST WORK - Literary work – Hedda Gabler _ Henrik Ibsen

    Global issue is intrically woven into the plot

    Protagonists crave for power (absernce in Hedda´s life)

    Ibsen uses irony as a technique

    Time and space – 19th century Norwegian society. Global issue moralistic. Characterization of the protagonist during her debut in the exposition shapes power as a right she holds in the domestic sphere. Power is: being a wife and of a higher class than her husband (First Act)

Examples: interruption of husband and dismissive responses.

 Sad reality _ her power is only liked to a man. Time and space of the 19th century. Evident through the agitation of hands (performance elements of the play). Hedda´s longing for freedom from the domestic world.

Symbol – pistol – Hedda´s longing for power associated with masculinity which she is not able to obtain.

Manipulative and destructiveness

Dramatic ending to the play – Hedda´s suicide when her illusion of power is shattered.

Feminist and modernist treat – links to global issue

SECOND WORK - Non-literary work – cover of Time Magazine featuring Angela Merkel

              Merkel sees her power as a responsibility

              Heading : Angela Markel is in front of it, large font. Means she is ahead of her time.

               Frau: reinforce Merkel´s rule of gender  

              Europa : refers to the extent of her power

              Head slightly upward – very confident

              Matching eyes and clothes and background.

              Background – glasswindow. Transparency of the way she conducts power. Presence of monument.

>> Greeting

>> Stating field of inquiry and global issue

>> Narrows the global issue to discuss the texts (perception of power either as right or responsibility)

>> States the presence of the global issue in the first work ( Hedda Gabler)

>> From broader to specific examples: Moralistic aspect of XIXth century Nowedian Society, Power of the protagonista on domestic sphere, examples of situations in which Hedda exerts power.

>> Stablishing connections between part and whole: Student shift to time and space discussing 19th century restrictions towards women analysing performative examples in the piece, title, symbolism and the end of the play.

>> Creates a cohesive transition between works by stating relation to global issue again and discussion of feminist and modernist treat to the play.

>> States again the global issue and the aspect that is going to be analysed: power perceived as responsibility)

>> Student analyses verbal aspects of the piece, both linguistic and non-linguistic semiotical aspects of the piece: colors, background, posture and pose of Angela Merkel.

>> Student interweaves her objective comments on the examples (Frau being a word to refer to women in German) and more interpretative comments (The word reinforces her rule of gender)

>> Resumes the global issue analysed and states the connection between texts: difference between time and space to the perception of power.

What is the student accomplishing?

>> Did not define what constitutes a literary work

>>Uses 5 minutes to the first piece/ 4 minutes to the second piece

>> Use of adequate terminology: plot, protagonist, irony, act, font, connotation

>> Good use of formal register

>> Good justification of text-type choices. They seem to be linked in terms of performative and non-linguistic strategies (drama, symbolism, stage craft/ camera angle, use of lighting and colors).

>> Comment on bringing layered meaning to both texts

>> Argues well about similarities and differences

>> Has knowledge of the body of work analysed in her portfolio

>> Has some knowledge of Ibsen´s Doll House

(...) O laço do amor é frouxo; em vez de ternura, cio; em vez de afeição, necessidade; os mistérios da geração, profanados e às claras; o homem, por comodidade, meio vestido; a mulher, escrava nua; em vez de pudor, vaidade; e o casamento, um concubinato que se desfaz segundo o capricho; a preocupação do pai de família é seu estômago; quando cheio este, crua conspiscência; seu passatempo, glutonaria e ócio apático; sua ocupação, irregularidade; o trabalho das mulheres, cego e sem finalidade; os seus prazeres, repugnante lascívia; as crianças, fardo dos pais e, por  isso, evitadas; a afeição paternal, somente cálculo, e a maternal, somente instinto; o pai de família, descuidado e sem autoridade; a educação, bricadeira, imitativa da mãe, cega despreocupação do pai; em vez de obediência filial, medo; emancipação recíproca ao alvitre; para a velhice, em vez de respeito, desafio; em vez de amizade, camaradagem; lealdade, enquanto não há tentação; relações subordinadas ao egoísmo vacilante; em vez de direito, a voz do egoísmo; em vez de patriotismo, inconsciente confiança nos parentes da mesma língua; ódio hereditário contra tribos estranhas; mutismo, por pobreza de ideias; indecisão, por falta de discernimento; o domínio do tuxaua, pro inaptidão dos demais, porém todos incapazes da verdadeira obediência moral, assim como do comando: — eis como vive o aborígene destas selvas! No mais primitivo grau da humanidade, é deplorável enigma para si mesmo e para o irmão do Oriente, em cujo peito ele não se anima, em cujos braços desvanece, tocado por humanidade superior como de mau sopro, e morre. A 12 de fevereiro, deixamos o porto dos Miranhas, lugar de cuja sombria impressão na minha alma só me senti curado depois do regresso à Europa, à vista da dignidade e grandeza humanas”