Melissa Mizerak ARE 518Visualization 1 = Your topic + Ecological Pedagogy
Additionally, each visualization is to be accompanied with a statement of purpose that discusses your intentions and analysis 400-600 words [5 points].
As I continue on with my research and teaching, I have come to realize that the most important thing in teaching—for me—is community. I am constantly moved around in my district, and I have become tired of getting to know my kids over and over again. I love my School 12 community because I have seen several kids grow from kindergarten and they are now approaching third grade. Watching them grow and having them know that I am there supporting them and caring for them is highly important to me. The relationships that you foster as a teacher are highly important. I am struggling this year because I feel that my bonds at School 12 are weakening for School 28. My School 28 kids are receiving most of my effort because I cannot seem to manage a foundation with the kids. It feels like a daily struggle. So, as I approached my Pedagogic Ecology, I realized that—as a military kid—I was constantly moving; maybe community is what I have always been seeking? That is why I want to find the school where I can have a strong community built and supported every year. That way struggles with the kids will result in them knowing I am fighting for them not against them.
As I approached the physical visualization, I used the same method I will for my research. I will be incorporating maps into my research as well as the nails and thread. The thread is wrapped around a central point. The radius was measured for each year I lived in a location. Each year was represented by an inch. Thus, for Germany my radius is two and half inches which represents the two and half years I lived there. I only included areas where I lived. Nothing under a year. However, I had trouble representing New York because I had lived in several locations. The map was too small in size to fit all the locations with the threading. So, I just included a nail since I did a zoomed in location with Farmington, NY.
As I approach my research with this method, I will include city streets. Each street will have a central point and a radius. I have not worked out the radius. I think that will depend on the number of murals, graffiti, or billboards in each location. If anything, I will make each point a half inch radius, and the points will represent one of the three visual culture representations. The thread will distinguish the differences.
Melissa,
These visualizations are working on several layers to attend to your influences on your pedagogical ecology. I appreciated your inclusion of your own history based on places of residence in terms of time/radius relationships. I curious to know what your color systems signify? Also I’m wondering how might you emphasis time in relation to emphasis beyond the radius as it correlates with ‘territory’ and suggests that your time in those places equates to a wider radius of familiarity – where this might be the case. Our circles of community sometimes more developed in particular spaces vs. widening one’s radius. How might you visualize this in another visualization – with respect to your now current teaching location? Also work to address this in your description – to unpack all your intentions in the work.
Continue to address the complex issues as they inform/influence your pedagogical ecology and your study.
Kevin