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Transforming the Familiar:

Transforming the Familiar: . An Ethnographic Approach to General Education Reform Judy Tizon and Susan McWilliams, University of Southern Maine. The Ethnographic Perspective : . Holistic, relativistic, contextualized

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Transforming the Familiar:

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  1. Transforming the Familiar: An Ethnographic Approach to General Education Reform Judy Tizon and Susan McWilliams, University of Southern Maine

  2. The Ethnographic Perspective: • Holistic, relativistic, contextualized • Insider-outsider perspective: analysis involving suspension of judgment and views through multiple lenses

  3. Key Terms: • Culture: explicit and implicit values, attitudes, beliefs, and perceptions. • Structure: observable roles, status, positions, organizational units, formally recognized and named. • Cultural Brokers: actors with the capacity to navigate cultural and structural divides. • “Rational Wrongs”: understandable but inaccurate perceptions.

  4. Applying the Ethnographic Perspective: A case of change at the University of Southern Maine • Change goal: curricular transformation, inputs to outcomes • Cultural resistance: • Explicit: bean counting; punitive action for resource restriction; undermines real learning; externally imposed by non-academics; more uncompensated work; the current curriculum works just fine • Implicit: threats to self, livelihood, and status (fear of spoiled identity, revelation of lack of expertise and unfamiliarity)

  5. Applying the Ethnographic Perspective: A case of change at the University of Southern Maine • Cultural Brokers: key faculty and staff with cross-cultural and cross-structural experiences and capacities • Border-crossing faculty from the professional schools collaborating with liberal arts faculty • Border-crossing staff member/instructor from Student and University Life

  6. Applying the Ethnographic Perspective: A case of change at the University of Southern Maine Structural Transformation Existing committeeNew committee limited charge expanded charge less inclusive more inclusive Same structural position

  7. Applying the Ethnographic Perspective:A case of change at the University of Southern Maine • Cultural Change: Vision, Goals, and Outcomes for General Education at USM (visit our website at www.usm.maine.edu/gened/ for details)

  8. Application Exercise:(see hand-out) • List the change goal: • Identify the cultural resistance: Explicit/stated--------(translate)-------Implicit/unstated • Identify the cultural brokers who can assist with bridging cultural divides: • Identify Institutional structures officially designated to serve the goal: Structure: Assets: Liabilities: • Identify alternative structures or transformed versions of the above structures which might better serve the goal:

  9. Lessons from the Ethnographic Perspective: • Seemingly modest structural and cultural changes at the beginning can lay the foundation for much more radical and fundamental change. • The differences between reality, appearance and perception must be taken into account. • Relativistic understanding reduces harmful stereotyping. • Inclusion and transparency are critical to the success of any change effort.

  10. For more Information: The End • send e-mail to: smcwilms@usm.maine.edu or tizon@usm.maine.edu • Or visit our website:www.usm.maine.edu/gened/

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