Learning...and...Teaching

The Learning

This morning our group headed off to Korea University for the first three sessions of our lecture series while here in Seoul.  Various professors from both KU as well as other colleges/universities in Korea and the U.S. are sharing their expertise on a variety of Korean social, political, and economic issues.  Today our lectures where over "Language", "Economy", and "Education" in Korea.

Language: The Korean alphabet, better known as Hangeul, was created in the mid-1400s under the leadership of King Sejung.  The Korean people had been heavily influenced by the Chinese for centuries, and while they spoke a distinct language the Chinese alphabet had been used for the written version of Korean.  Sejung felt that the Chinese characters were too complicated for the common people and wanted something more simple in hopes that they could learn to read.  It is estimated that today there are 79 million speakers of Korean world-wide: 60% in South Korea, 31% in North Korea, and 9% elsewhere (China, Russia, USA, etc.).

David = 데이비드 (pronounced: deibideu)

Oklahoma = 오클라호마 (pronounced: okeullahoma

Professor Mikyung Chang

Economy: A very intriguing discussion regarding South Korea's economic development growth.  In the aftermath of the Korean War South Korea was the poorest country in Southeast Asia (even below North Korea).  Due to multiple five-year plans and lots of regulations from a strong "dictatorial" government the economy rapidly developed.  As of 2012, South Korea joined an economic group which their media calls the "20-50 Club", those countries who have an annual per capita income of $20,000 or more AND a population of at least 50 million people.  There are currently only seven total countries that meet both qualifications: Japan (joined in 1987), USA (1988), France (1990), Italy (1990), Germany (1991), UK (1996), and South Korea (2012).  One interesting point raised was that the government understood that the fertility rate (average number of children born per woman) is linked to economic development and thus a policy was enacted to discourage couples from having more than two children each: any government based economic incentives, like health insurance, was denied to the 3rd or subsequent child.  However, significant concerns developed in the 1990s with the economic advancement combined with declining population growth that there would eventually not be enough workers paying taxes so as to help finance government-based elder care programs (like our Social Security) so now there are cash bonus plus the other benefits if couple will have more than two children--it is too early to tell how much long-term success will come from these programs.

Professor Innwon Park

Education:  Following a brief video created by the Korean Ministry of Education, the discussion noted that Korean education was much of the driving force behind the economic growth.  The government wanted to profit from its human capital so it tried to provide the best quality education possible.  So much in Korean society has been linked with the "best" education that many parents place a large amount of pressure on their students to earn the highest possible grades and national standardized test scores.  So important is this quest for high grades, many families hire tutors for their children's after school hours.  It was "claimed" that the most influential indicator of a couple's marital happiness is(are) the score(s) of their child(ren) on standardized tests.  With her blessing, the discussion ventured away from the presenters pre-planned PowerPoint presentation to a discussion on the importance of educational systems which place so much emphasis on standardized test scores, an issue of concern to many educators and parents within the United States.

Professor Mimi Bong

The Teaching

Following the morning of being "students" and our special lunch meeting at Korea University, we traveled across Seoul to Goyang Foreign Language High School.  As we entered the meeting hall we were welcomed by thunderous applause from the pre-selected student guides for the afternoon.  Word of greeting were given by the school's principal and two student leaders.  GFLHS is a private Christian school in which most of the students live on campus due to the distance from their families' homes.  The nearly 1400 students are involved in school-related studies (classes and co-curricular activities) from 7:00 AM to 11:00 PM Monday through Friday and until 1:00 PM on Saturdays (yes, that's 18 hours of school per day!!!).

washing up after PE class

The students then broke up into small groups to accompany pairs of teachers from our team on a campus tour which would concluded at their home room class.  Once at the classrooms we were able to spend about 15 minutes on a lesson we had previously prepared (originally we were told 25 minute lessons...but hey, things change, right?).  I quickly passed out some bookmarks of Sequoya and Clara Luper I had taken as gifts and briefly explained each person's significance in Oklahoma's history.  It was cool to be able to connect Sequoya's Cherokee story with that of King Sejung and the Korean alphabet.

lesson handouts and Sequoya bookmark 

I then passed out the handouts I had made for my lesson/discussion on "Natural Disasters and Community Response".  Due to the time changes, I wasn't able to provide the time for individual writing and small group discussions for which I had planned.  I was able to, however, briefly discuss the recent May 20 tornado in Moore and SW Oklahoma City and show them pictures of the tornado with Southmoore in the foreground as well as before/after pictures of the overall tornado path and Plaza Towers Elementary School.  Students enjoyed the fact that my handouts included pictures of the front pages of two Korean newspapers with headlines/pictures of the tornado event.  I then drew their attention to recent natural disasters in Korea and we briefly discussed how a community might react in the aftermath...one young lady had a great word for it: "help!".

my student guides for the afternoon

We then headed back to the hotel to be dropped off for dinner and running around on our own.  It was great to do some remote road roaming today in the forums of each a student and a teacher.

Korean Homework: Part Four

Pereltsvaig, Asya.  "The Deportation of Soviet Koreans and Its Reverberation in the Lyrics of Korean Songwriters."  GeoCurrents.  29 May 2013.  Web.  3 June 2013.  Click Here for Article Link.
(a special "thanks" to Robin Manning, a personal friend and a fellow on my upcoming Korea trip, who shared this article in our traveling team's Facebook group)

Summary:
By the outbreak of the Bolshevik Revolution in 1917, approximately 85,000 Koreans were already living in eastern Russia.  Such immigration had been encouraged so as to help populate and develop this region; an encouragement initially continued by the new Soviet regime.  The thriving Korean community submitted an application for an autonomous region, similar to what had recently been granted to a Jewish community, but were denied.  Due to suspicions of disloyalty, the Soviets created a plan to relocate this Korean population; by 1937 100,000 had been deported to Kazakhstan and another 74,000 were deported to Uzbekistan.  With no food/shelter provided, thousands died in the extremely cold weather in the first three years of relocation.  During World War II, arguing that they were really Japanese spies, many Koreans were forced into hard labor in mines and factories.  Additionally, all forms of traditional Korean cultural, linguistic, and religious expression were forbidden.  In the 1950s, Nikita Khrushchev allowed the Koreans to migrate at will within the Soviet Union. While many remained in central Asia, most migrated to urban areas; more than 80% of ethnic Koreans in Russia today live in cities.  During this new policy of openness Koreans once again began to economically and culturally thrive.  While most of the decedents of the initial Korean deportees are assimilated into Russia culture, there is still a strong resentment to the Soviet policies.

Today, two of the most well-known Russian Koreans are musicians who have made a name for themselves as the anti-establishment voices of their respective generations.

Yulyi Kim, his father was executed in 1937 as "an enemy of the people".

The judge at one with the prosecutor

Don't give a damn about detailed analysis,

All they need is to cover by talking

Their ready-made conviction.

Viktor Tsoi, paternal grandparents were original deportees

Changes! -- our hearts demand.

Changes! -- our eyes demand.

In our laughter and in our tears,

And in the pulsation of our veins:

"Changes!  We wait for changes!"

Response:
Much of this deportation story makes me reflect upon a part of the larger American story, especially it's specific connection to the story of my home state of Oklahoma: Indian Removal.  While the title "Trail of Tears" originated in the experience of the Cherokee Nation's forced removal to Indian Territory it is often used as the identifier of the larger story of relocation for all of the Southeastern tribes and is closely connection to the post-Civil War relocation of numerous other tribes, especially those of the Great Plains.  Even with almost two centuries having passed since this initial round of forced relation, the pain and bitterness which is felt by decedents is just as strong as the that which is expressed by the two decedents noted here of the Korean relocation in the Soviet Union.

For me and the focus of "Global Education" which I place in my classroom, I see this story as another way to make historic and cultural connections between the stories of the "here" and the "there".  While there are so many differences between the peoples of this great planet there are also a whole host of connections which truly link us into a more significant sense of community and unity than we often wish to admit.

When I think of "Agriculture"...

Today, my AP Human Geography began our unit on Agriculture and Rural Use of Land.  To help "inspire" them to begin thinking about that which is connected to agriculture, I showed a couple of music videos from the employees of Peterson Farm and Livestock in Assaria, Kansas.  These videos parody songs from pop culture and yet give a very pro-agriculture message.

"I'm Farming and I Grow It" (parody of "I'm Sexy and I Know It")

"Farming Style" (parody of "Gangnam Style")

We followed this up with each student responding, via polleverywhere.com, to the prompt "When I think of "agriculture", I think of ...".  Students were asked to respond with a minimum number of terms or phrases.  Here is a word cloud (generated at wordle.net) of their responses.

I know that most of my students' responses link to stereotypes based on where they live (country and region in country).  As we study this unit, a remote road for most of my suburban kids, I hope that they are able to understand how agriculture encompasses so much more than the farms of "middle America".  This could be fun!

Driving, Teaching, Bust Mostly Driving

This morning Daniel and I, along with Betty, Efa (Krida's principal), and Fikry (one of Krida's English language teachers), departed at 6:30 AM (yikes) to drive approximately 90 km to SMAN 1 Majalengka High School in Majalengka, Indonesia.  While 90 km, or 56 miles, doesn't seem that far to those of us in the USA who can easily hope on an interstate highway and drive at 65 (or more) miles per hour, in Indonesia this distance takes MUCH longer to drive.  Without stopping (no potty breaks, no photo opportunities, nothing), the morning drive took well over 2-1/2 hours.

By the time we arrived at SMAN 1 Majalengka, school had already started.  As we got out of the Krida Mobile (actually one of the fleet of Krida's mini vans) we were greeted by a delegation of students (3 boys and 2 girls) who spent several minutes making small talk with us so as to practice their English skills.  In time, a team of adults ushered us into the head master's office.  I presented the head master with a small gift to thank he and his school for inviting Daniel and I to come and visit.  We remained in his office for a while and visited.

student delegation who welcomed our arrival

giving SMAN 1 Majalengka's head master a gift: decorative plate with image of a Plains Indian

Approximately 30 minutes after our arrival, Daniel and I were each escorted to a classroom filled with students waiting for us to greet them and tell them about life in the USA.  I was again able to use my prezi on life in Oklahoma to share with the students about our way of life.  One of the slides which I have learned I need to move past rather fast includes the images of food in Oklahoma.  Since Indonesia is a primarily Muslim country, most of the students are fasting during this current month of Ramadan.  I can tell from the students' expressions when they see the images of food that it reminds them of their hunger so I try to make that part of the presentation as rapid as possible.

After the presentation and discussion, which included some good questions from the students especially about our animals and about the musicians from Oklahoma and favorite styles of music, I then passed out postcards to the students.  I have run out of the cards written by my high school students at Southmoore and am now using the ones from the upper grades from Briarwood and Oakridge elementary schools.  I have been promised by Betty that we will be visiting an elementary school or two either tomorrow or Saturday (yes, Indonesia has school on Saturday too) so I will make sure that most of these postcards get into the hands of elementary students here.

As the students were reading their postcards  I began taking a few pictures of them.  This led into a large group photo (there were about 50 students in this class) of the students with me.  Immediately, the students start producing their cell phones with cameras and wanting me to pose with them as individuals or small groups for additional pictures.  I felt like I was the newest movie star or pop musician visiting these children and that they ALL wanted to be photographed with me.  I'll bet I was already appearing on Facebook before the class time was even over.

reading postcards from USA elementary school students

my geography class at SMAN 1 Majalengka

Speaking of Facebook, as the students returned to their seats for a time of questions and answers the first question requested my Facebook and twitter identification.  I wrote the information for the Facebook page and twitter account that I use with my USA students on the white board.  By the time I arrived back to the guest house at Krida, I already have 5 new "likes" on Facebook and 8 new followers on twitter.  WOW...I am a rock star, LOL.

Following this class, the two boys who were part of the initial welcoming committee gave me a tour of the campus including the library, the students' parking lot, and the teachers' workroom.  This school also has construction for a new lobby and I shared with the two boys that Southmoore was also under construction for some additional classrooms.  Every chance I get I love to point out the similarities between my experiences in Indonesia and the USA; too often we focus on what divides us and not enough on what unites as a co-inhabitants of planet earth.  It was now time to say our good-byes.  We once again gathered in the head master's office for pictures and a parting gift: Daniel and I were each given a basket filled with mangoes.

main classroom building

on campus mosque

student parking lot; no cars, only motorcycles

library and media center staff

students showing their artwork to promote environmental protection

I am being presented a basket of mangoes as a "thank you" for visiting

As our group from Krida departed, I was surprised to see that we were driving off in a different direction.  I made the assumption that there was an alternate route to get back to Bandung.  After about 45 minutes of driving we turned around.  Apparently Efa, who was driving, was trying to find a sate stand where Daniel, Betty, and I could get some lunch.  However, due to Ramadan fasting he was not able to locate a stand.  So on the way back into Majalengka we paused for about 15 minutes at a mosque so that Efa and Fikry could stop to pray.

Our journey continued en route back to Bandung.  Eventually we did stop at Kentucky Fried Chicken (one of the few places open during lunch time) to eat.  KFC was located in the same building as a grocery store so we also looked around in there for a few minutes.  I saw some things I've never seen: Pepsi Blue, unusual fruits and vegetables, and the fresh meat and fish stand where the customers helped themselves to the unpackaged items rather than having an employee provide assistance in a more hygienic manner.

KFC staff is happy to serve you...but no mashed potatoes or mac & cheese
with your chicken, only french fries or a package of sticky rice

what is Pepsi Blue???

many of my Korean & Vietnamese students at Southmoore enjoy Durian

need frozen chicken nuggets or french fries? scoop them and bag them yourself!!!

It was after 5:00 when we arrived back at Krida.  The return trip, if you remove the approximate time of an hour for the KFC stop, took over 5-1/2 hours.  This should give an idea of how complicated driving is here in Indonesia.  Vehicles of all shapes and sizes fighting for every inch on the road.  A road paved for two lanes may have four or more lanes once the drivers decide for themselves how to accommodate their vehicles in the road.  We were safe, but it just seemed to take "forever" to make the 90 km return trip.  Oh well, tomorrow is another day.

video of the final road to Krida's campus; barely a

two lane road filled with people and automobiles

Introducing Oklahoma

One of the tasks I will perform while in Indonesia is sharing about life and culture within Oklahoma.  To help with this presentation, I've created a visual presentation of life and culture in Oklahoma using the online platform "Prezi".  Prezi helps take a traditional presentation and make it a little more visually stimulating than PowerPoint.  It's easy to embed YouTube clips into a Prezi and the full impact of Prezi can be used anywhere in which there is a reliable Internet connection.  Additionally, a Prezi can be saved in PDF format so that it can be view offline.

Please take a moment and view Oklahoma: Life and Culture and let me know what you think.  I can still make some changes before I head off to Indonesia and I want the presentation to be the best that it can be.

For those of you reading who are not from Oklahoma, hopefully this will allow you to roam a remote road as you venture into our great American State.