The origins of a food, clothing, or technology

 

 

 

 

 

Select a food, clothing or technology product that you currently have in your home. Determine from where said product originated.
Ascertain how the origins (including raw materials, byproducts, or social issues) of this product may have impacted an indigenous people or a specific community.
Reflect on how this knowledge, combined with what you have learned in this course, affects your ability to make socially aware choices.
With these thoughts in mind:

Post one paragraph that briefly describes the origins of a food, clothing, or technology product you have in your home. In a second paragraph, assess the extent to which your consumer choices could impact global justice and environmental sustainability. What other steps would you consider taking to promote positive social change?

Be sure to support your ideas by connecting them to the week’s Learning Resources, or something you have read, heard, seen, or experienced.

 

 

Cultural activities related to food, clothing, and language

 

All too often, school administrators and teachers focus on cultural activities related to food, clothing, and language, and uphold a surface-level view of culture. This is like focusing on the visible part of an iceberg. What are some ways a deeper connection to culture can be addressed within schools?

During your time as a teacher, you will encounter students, families, and colleagues, with backgrounds, experiences, perspectives, abilities, talents, and interests that are different from your own. Knowing the susceptibility to bias, what can a teacher do to improve relationships, interactions, and views of others when differences present a challenge to impartiality and fairness?

 

School administrators and teachers focus on cultural activities related to food, clothing, and language

 

 

DQ 1

All too often, school administrators and teachers focus on cultural activities related to food, clothing, and language, and uphold a surface-level view of culture. This is like focusing on the visible part of an iceberg. What are some ways a deeper connection to culture can be addressed within schools?

DQ 2

During your time as a teacher, you will encounter students, families, and colleagues, with backgrounds, experiences, perspectives, abilities, talents, and interests that are different from your own. Knowing the susceptibility to bias, what can a teacher do to improve relationships, interactions, and views of others when differences present a challenge to impartiality and fairness?

Review COE’s Professional Dispositions of Learners and share which dispositions you might seek to grow in to develop professionally in this area: https://students.gcu.edu/sites/students/files/2018-12/15GCU0264-COEProDisposition-120115_v1.pdf