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This web page has been developed to serve as
a learning resource for WISR students and other interested parties.
We will be using it to make available articles written by WISR faculty,
and other members of the WISR community, in conjunction with WISR
seminars and All-School Gatherings, and for use by students in their
individual learning projects.
September 11, 2001, ushered in an era of change. At WISR's All
School Gathering held on September 11, 2004, students, faculty,
board members and friends were requested to bring a short essay
for discussion, addressing the impact of 9/11 on their lives, their
work, and implications for the future. This collection of brief
statements by members of the WISR community contains the comments
written about the personal impact of 9/11, posted on September 11,
2004, at WISR, or mailed in since then. A couple of years have passed
since this was first put together. Perspectives will have changed
somewhat, of course. If you have new comments to add for an online
version of this dialog, send them to WISR's website mail@wisr.edu.
The Impact
of September 11, 2001: Essays from the WISR Community (doc)
The Impact
of September 11, 2001: Essays from the WISR Community (pdf)
[To view pdf files "Get
Adobe Reader" . . .]
Larger
Social Perspectives Relevant to the Marriage and Family Therapy
Profession: Notes from July 2006 Seminar (doc)
Larger
Social Perspectives Relevant to the Marriage and Family Therapy
Profession: Notes from July 2006 Seminar (pdf)
Links
for More Information on Larger Social Perspectives and Psychology
(html)
Thoughts
on Social Change, by Terry Lunsford, 2000 (doc)
Thoughts
on Social Change, by Terry Lunsford, 2000 (pdf)
"Social
Change: Horton, Freire and Smith" by Margery Coffey, November
2005 (pdf) [This was WISR MA student, Margery Coffey's paper
to fulfill the required project on Theories of Social Change.]
WISR PhD alumnus, Dr. David Hough led a seminar at WISR in June
2006 on "Critical Pedagogy and Indigenous/Minority Language
Rights." At this seminar, Dr. Hough gave a power point
presentation that critically examined issues of teacher education
within the social, cultural and political contexts of indigenous
and minority language education, policy and planning. This was based
on two community-based cooperative indigenous language dictionary
and curriculum development projects supported by Shonan Institute
of Technology in Fujisawa, Japan. One of the first problems encountered
was how to train members of the community to collect ethnographic
and linguistic materials which could be used in the schools. Dr.
Hough discussed how many of the issues raised have wider implication
for those concerned with indigenous and minority language education,
policy and planning around the globe. Two short handouts were distributed
in conjunction with the seminar, and these handouts can be accessed
below:
Endangered
Languages of the Pacific: The Same Old Story (doc)
Endangered
Languages of the Pacific: The Same Old Story (pdf)
Critical
Pedagogy and Indigenous/Minority Language Rights (doc)
Critical
Pedagogy and Indigenous/Minority Language Rights (pdf)
Dr. David Hough teaches English as a Second Language in Japan and
has well developed social change theories on cross-cultural education.
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