I am very pleased to have my photography featured in the latest issue of Bold + Italic. You can view it here: https://boldplusitalic.wordpress.com/2019/06/27/nmarks-equinox/
Pleased to share a podcast discussion I took part in at the Central Branch of London Library last Monday evening (January 15th, 2018):
Yesterday I had the privilege of guest teaching a course entitled “Historians, Communities and the Past” which is taught by my good friend Tim Compeau, PhD at Huron University College here in London.
Over the course of 90 minutes we engaged in a Socratic discussion about the question: “Is it responsible to allow grade school children the option of self-directed learning in the field of history?”
The conversation was very engaging in no small part because we reflected on whether one of the chief problems in educating children and young adults is that educators, policymakers, teachers and parents become focused upon names and disciplinary boundaries at the expense of allowing for interdisciplinary discovery, exploration and problem-driven learning. Or, to put it another way: at the expense of creativity.
Here is a scenario:
Imagine an 8 year old student who has become fascinated by schools; she is interested in the schools built by pioneers and how people in earlier times were educated -especially in rural and remote communities- in one room school houses. She decides that she wants to learn everything that she can about one room school houses. After talking with her teacher and her parents, she decides that she wants to undertake a project (independent study) to learn everything that she can about how one room school houses came to be; where they were pioneered; why they have persisted; how they work. She visits museum exhibits, watches movies, reads books and even talks with people who have knowledge of, or personal experience with, being educated in one room school house environments. She is then allowed to undertake her project.
To my mind, a series of questions arises from this hypothetical:
1.) If this project were a school project, what discipline would this child be studying? Do we simply call it social studies, or can we say it is history, sociology, education and economics?
2) Can this project be accommodated as a primary/elementary school classroom project?
3.) Is a teacher/student relationship required here?
4.) If we do not allow the child to undertake this study are we hindering her education?
5.) Is it inconceivable that an 8 year old child could do this or have a desire to do this?
6.) Is this student actually developing an interest in sociology, education and economics (as well as history) by her choice of this project? Does subject (academic discipline) in the conventional sense even matter in this case?
As you might imagine, this type of scenario prompted much discussion. I leave it to you to decide how you might answer these questions or think about this matter.
Excited to report that next month I will be introducing the London Oral History Project to the new councillors of the London Youth Advisory Council. My hope is that training and research/interviews will begin this summer.
I have become immensely interested in how cities see themselves.
The first step is determining who is city? Perhaps a great place to start is to begin with youth. How do they see, experience and conceptualize their city? If London, Ontario, for example, could see itself as young adults see it, what would the city see?
I am looking to find out answers to this question: stay tuned.