This blog entry uses the article “Tell Us About It”: Diverse Student Voices in Creative Practice by Terry Finnigan as a jumping off point.  The article looked at a project aimed at the inclusion of student voices in the post-secondary learning environment - particularly those students who are more marginalized within the system - international students and first generation students.

What stood out in this article the most for me was this statement: assumptions about what is defined as rational neutral knowledge within the academy, needs to be problematized.  This is so interesting - assumptions of neutral knowledge.  Much of what i am trying to bring into my practice is an examination of language and text. There is no neutrality in language and meaning easily shifts - bearing in mind the social and cultural constructs around language means it is perpetually problematic.  Once the text is out there meaning begins to shift, degrade and can even suffer a loss of authorship.  With language, what does not get said is as important as what is said. 

It is obvious that this would extend to knowledge transfer in our learning systems - knowledge is often viewed as neutral - especially when we get to the higher learning environment like the post-secondary level.  So what are the implications of this?  We need to be open to differences and be flexible in allowing room for the students to insert their knowledge and be open to contradictions that may arise from doing this.  Making a habit of examining what is not being said in the class room - what insights can we glean from the gaps.  i can’t articulate how this may manifest in the class but will try to be aware of it while i am working with the AGO.  i think especially with younger children this may be easier to see - they may be less self-conscious with sharing their knowledge and less worried about conforming to the rational constructs of neutral knowledge or maybe just not aware that they should yet.