Tag Archives: values

‘Village’ People…

(…or Consciously Creating Community)

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I grew up in a city in the 1960s. A network of terraced houses built in the 1800s to accommodate the local docks’ workers. Grandparents, aunts, uncles and cousins lived a few streets or a short bus ride away. Front doors were frequently left unlocked. There was a butcher’s at the end of the street, a bakery on the corner of the next. My great aunt and uncle owned the local grocery (one of the few family members who were self-employed). We had a Post Office, a pharmacy (‘chemist’s’), a fish’n’chip shop, a cafe, a newsagent’s, a sweet shop and one of those small shops that defies categorisation, selling an odd assortment of bric-a-brac, toys, ironmongery, and textiles. If it had been 19th century USA it would probably have been labelled the ‘General Store’. There was even a small ‘dairy’ – no cows, just a distribution point for the local milkman to collect full milk bottles and deposit the ‘empties’.  All this within five minutes walk of my house. It was a ‘village’ within a city. Half a mile away there was another ‘village’ replicating the variety of shops.

As a toddler, shopping with my mother or grandmother could be interminable. Progress from shop to shop could be slow, as neighbours, acquaintances, and family members randomly met and exchanged news and gossip. Shopping for a neighbour or family member was not unusual. If it rained while you were out shopping, a neighbour would take your washing off the line and put it inside your back door.

Many of my grandparents’ generation lacked formal education, having left school at 14 in order to assist or solely support their families. They valued education and its potential rewards, encouraging their children to aspire to careers beyond the skilled or unskilled manual labour of the docks.

Consequently, family members of my parents’ generation gained a few academic or specialised qualifications. Changing their ‘collar’ colour from blue to white. With greater earning capacity and a wider choice of job opportunities, they left the ‘village’ and began to populate suburbia or more distant population centres. Some emigrated to new continents.

The family homes which had seemed like a busy network of bee-hives, with their constant to-ing and fro-ing between them, became quiet except for ‘celebration’ days or holidays. The telephone became the substitute for face-to-face interaction.

I am a child of the ‘diaspora’. My first cousins are scattered around the globe. The nearest member of my family lives 25 miles away.

The ‘village’ had its negatives as well as its positives. Those that didn’t conform could be shunned, bullied and belittled. They were not necessarily undermining the community, they were often expressing their individuality. You could be gossiped about for wearing clothes that were ‘too loud’ or having ‘ideas above your station’. For some, leaving the ‘village’ was  a liberating experience, essential for their personal growth and well-being. Be assured, I am not idealising. The ‘village’ had its fair share of ‘ne’er-do-wells’, rogues and a criminal element. In addition, maintaining a degree of privacy could be viewed as suspiciously secretive or exclusive.

What’s my point? Where am I going with this?

OK. In the ‘village’, the process of building and maintaining community required a minimum of effort. You could avoid it if you really tried but otherwise it just ‘happened’. The historical/geographical context governed the degree of interaction. Families and neighbours facing similar ‘struggles’ could and would empathise with each other. They would offer support, share resources and seek solutions. If you destroyed trust, the repercussions could last a lifetime (or two)!

In the strive for individualism and independence, have we lost that real sense of interdependence and kinship? How much would you really sacrifice for a suburban neighbour or co-worker who may be there one moment and gone the next? As we have become more ‘mobile’, both work and personal relationships may have a greater sense of ‘impermanence’. Also, if someone destroys trust, they may not have to live with the consequences for too long.

Building classroom communities requires deliberate and sustained effort. The values, attitudes, skills and knowledge to build a healthy community have to be internalised by learners who may not have had the experience of growing up in a ‘village’. The ethos and climate of classrooms cannot be solely dependent on the charisma, mood swings or dictats of the teacher/educator. At the other extreme, empowering learners does not mean allowing ‘jungle law’ to develop.

In a world seemingly driven by mobility and material acquisition, there is an even greater need to acquire ‘values’ which value people and embrace diversity; which value skills needed to develop emotional intelligence and collaboration;  and values which build and maintain community.

While I abhor the abuse of social network media, from a personal point of view, the recent advances in this type of technology has enabled my family ‘diaspora’ to begin a process of reconnection and the rekindling of a sense of kinship. A virtual ‘village’.

We are social animals. We are interdependent. And, while we pursue political or educational policies which promote hierarchy and the selfish individualism of a dog-eat-dog society, we merely serve to widen divisions and ignore our collective responsibility for the well-being of all.

Getting the balance right means that we not only provide opportunity for and tolerance of a diversity of individual aspirations and beliefs but also a sense of responsibility for and contribution to the community, which is dynamic and ever-changing. This is real lifelong learning. And, when individuals feel secure and valued, they develop greater motivation and confidence to take risks and explore their potential.

 

For more thoughts on building and maintaining community see  our previous post ‘All hours, all weathers.’

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Worth fighting for…

Samwise Gamgee: Darkness must pass. A new day will come. And when the sun shines, it will shine out the clearer. Those were the stories that stayed with you, that meant something, even if you were too small to understand why. But I think, Mr. Frodo, I do understand. I know now. Folk in those stories had lots of chances of turning back, only they didn’t. They kept going. Because they were holding on to something.

Frodo Baggins: What are we holding on to, Sam?

Samwise Gamgee: That there’s some good in this world, Mr. Frodo. And it’s worth fighting for.’

 

An emotionally charged exchange between Frodo and Sam in ‘Lord of the Rings – The Two Towers’. Don’t try to find it in the book. The scene was specifically written for the movie. However, it struck a particular chord with me as I watched it (again) during the holidays. (Purists, please keep reading!)

 

I feel ground down.’ is a phrase that we heard too often, from friends and colleagues before the holidays began. Not just because of the normal hurly-burly of the season but because of the imposition of policies and practices which are not congruent with the values of so many educators.

 

Many, whose passion is to inspire and empower learners on their journey, feel that the opportunities they provide are being systematically eroded or at worst demonised. Under pressure/threat to produce results, some schools are slipping back into a ‘factory’ mentality; desperately looking for foolproof, quick-fix ‘machines’ (schemes, initiatives) that will churn out shiny ‘products’.

 

And sadly, our ‘products’ are still going to be judged on how shiny they are…not whether they work or have the ability to adapt and grow.

 

I like systems. I like systems that do the job for which they were designed. I can genuinely admire the systems used by ‘fast food’ chains to improve efficiency and output. However, I strongly question the nutritional value of their products, their contribution to obesity and the subsequent strain on the health service.

 

So, herein lies the incongruence for many educators. Educators who value fairness (in all its interpretations), emotional intelligence, compassion, interdependence etc. being coerced (often by coerced leaders) to implement systems which do not promote these values and then being monitored on how effectively and efficiently they are doing it. I detect the hand of Sauron…

 

However, ‘The darkness must pass. A new day will come.’ I don’t know when but I do know that it is worth fighting for. That’s why Lynne and myself will continue to do what we do, for as long as we can. And, if you are in a place that is ‘grinding you down’ through coercion, then the fight is to hold onto what you believe in,

even if you can’t express it…yet.

 


 

A Happy and Hopeful New Year to You All.

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