A cultural analysis of Thanksgiving

Over this past week, we celebrated the quintessential American holiday: Thanksgiving. Only Canada and the US celebrate this holiday. I'm not sure that the Canadian holiday holds as much meaning as it does in the US. So why is this holiday so important and what cultural values are embedded in our celebration of this holiday?

First, let's speak about cultural frameworks. Many researchers use Hofestede's framework. However, I prefer Hall's anthropological framework for cultural analysis, specifically, the high context/low context basis of analysis. The US is a fairly low context culture, meaning that the culture is open to those that have not been born into the culture. It is not necessary to understand the "context" of the culture as there are few rules, but those that there are rarely are broken. It is not necessary to understand the context of the holidays, for example, in order to understand the rituals.

So what are the features of Thanksgiving that gives an insight into the US culture?

Agrarian culture

Even though we are known for our urban centers in the US (NY City, LA, Chicago, New Orleans), we still have our roots in Agriculture. The land, food, and even patterns of life are based around the agrarian lifestyle. Our school calender is still around the harvest. Depending on where a person lives, the calender will change. In the Northeast, where we have late summers and late falls, our school calender is late by definition of the rest of the country. Thanksgiving is basically a holiday of the harvest, as we celebrate with a core set of dishes (Turkey, mashed potatoes, sweat potatoes, pumpkin and apple pies, squash) that are traditionally harvested late in the fall. However, like the rest of the country, there are regional differences, again based on the regional cultures.

Last Thanksgiving, our family celebrated Thanksgiving in Georgia, where the food was a bit sweeter and richer, with pecans, cream, and cornmeal playing a key role in the side dishes. My own family used to include foods such as dried fruit, green beans, and stale bread stuffing. My husband's family used sausage in making their stuffing for the turkey, and side dishes that reflected his family's Italian roots.

Going Home

One aspect of Thanksgiving which is unique to other US holidays is the importance of going home. This is more than going home to be with family, it also is a time to reconnect with the community in which one grew up. Perhaps a result of an agrarian culture which became mobile (as people moved to the cities or other parts of the country for better opportunities), many people take the time out to go back to visit school friends, extended family, and reconnect with their past. This is unique for a culture that tends not to look to its past. However, it is more than just seeing old friends.

Many high schools have official or unofficial reunions. The Wednesday before Thanksgiving (this holiday is always on a Thursday) is a big day for the bars and local restaurants as people go out to be with their friends they have not seen for some time. This is truly one of the most social times of the year. The Wednesday before is also the biggest travel day of the year. Interestingly enough, this "migration" reminds me of the biblical census time where everyone was expected to go back to the town in which they were born. I also feel the same sense of connection to community as I did on Election Day in Costa Rica in which most voters returned to their home town to vote. There is a connection with the past and the present; with those who were brought up with the same values even though they may have changed and have different values today.

Family

Interestingly enough, if you were to see the portrayal of Thanksgiving on television, you would think that is was the most important part of this holiday. While family is more important than many other US holidays (e.g. Independence Day, Memorial Day, Labor Day), who we spend our Thanksgiving is an indication of how we define "family". In some cases, family is extended, in others it is nuclear, and still in others it is a close set of friends.

What we do as a family also varies. In my own family, when we were growing up, we would go outside and play American football. For many years we spent Thanksgiving at my grandparents' house on Long Island. The day after Thanksgiving, my father would take us into New York City once we were old enough (I think 6 or 7), to look at the Christmas decorations and have Shirley Temples (punch) at the Plaza Hotel. My own family has a tradition of going for a walk after dinner and before dessert is served. This too is an insight into our culture, as each family creates their own traditions on Thanksgiving.

To me, when I lived outside of the US, Thanksgiving was the hardest holiday NOT to celebrate. It seemed so AMERICAN. Perhaps that is why we always celebrated it as expatriates. We often had a feeling of real nostalgia and it was difficult to explain the "spirit" of Thanksgiving to non-Americans. For anyone who lives outside of the US, if you want to capture the true American spirit, I would suggest that you spend a Thanksgiving in the US. It is unlike any other holiday here.

Is it the train or the tracks that are important

Harold Jarche had an interesting post about a metaphor used in the book Revolutionary Wealth. In it the authors outline a metaphor using the speed of the train as an indication of readiness for technological change.

However, I did not like this metaphor. I feel it is the tracks (which includes the structure and the paths laid out for the trains to go on) which makes entities ready or not for change. Some organizations, such as the government, might have the newest technology available, but are restricted in how they can use it. I see the train as the technology itself. Some older trains can do very well if there is a well kept track, while even the most advanced engines must slow down for poorly maintained and planned tracks.

There is portion of the train ride from Albany, NY to NY City were trains have to come to the slowest crawl imaginable because the track cannot sustain the train. There is a delay in Washington DC as engines from the south (or north) must change to fit the difference in track size between the south and north. Trains from the mid-west to the east coast are always late due to the complex structure and poor condition of the rails around the Buffalo area. Trains must feed into this one high traffic area where there is always rail repair going on.

So with that in mind, I developed the follow metaphor using the tracks, rather than the train. I have copied it from the comment section on Harold's blog:

I can’t say I really like that metaphor. It assumes that Business is the only fast train with all other support services as behind the times.

I think a better metaphor would be the “tracks”. Big business has the fastest tracks maintained and built right to their door. As a result, they have the fastest track to progress.

Small business must try to deal with their track being just a bit out of reach, so they have a fast train to a certain point, but then must be creative in getting the goods (knowledge and technology) to their door.

The civil society makes sure that there are spurs off the main track. Even if these spurs are a bit slow and in need of some help, at least it gets to a larger number of people. They just need to be patient.

The government train has the nicest tracks around, although they don’t go to the places that they necessarily need to go. However, this is a very efficient train, so it doesn’t matter if it is going anywhere, as long as it can prove that it went SOMEWHERE. Meanwhile, the train employees would just like someone to plan out the track and END at some point.

Education keeps having the tracks ripped up and relaid. Sometimes this means that the train will get to where it needs to go, but for those on poorer or more isolated routes, it might just go around in circles. Of course, then the passengers blame it on the conductor and engineer, who are just trying to keep the train on the tracks.

The international track goes only so far, and then it stops. There is no coordination, and the track owners of one railroad won’t speak with the track owners of the others. When they do, it still takes time to move from one set of tracks to another.

The political system train can’t decide where to lay the track. It stops at their friends houses, but doesn’t connect to others. As a result there are hundreds of miles of tracks planned, but nothing is actually laid out because no one can agree on a system.

Finally, the legal train builds up, then takes down tracks. The piece meal track system means that there is no coordination with actual walls between some, but bridges that link others. As fast as the political system is laying out track, the legal system is rearranging it.

I can't help but think there are some stakeholders missing. Perhaps members of minority groups or "non-techies". Non-techies put up walls to prevent the track from coming to their community and hope to preserve their way of life.

Minority groups, tired of always being by-passed by the larger companies, lay their own tracks often in isolation. The larger more popular tracks then have others who come from outside who want to link them up to the main tracks.

Perhaps you can think of other groups.

Learn Trends 2009

The third Learn Trends 2009 is taking place this week. For anyone who has never taken part, it is well worth the time. What I especially like is the interaction during the presentation as there is often a very active chat. This year (tomorrow morning) they have a session in French. I hope this will expand in the future as I would love to see what else is going on around the world in the area of professional training and elearning.

Residents and visitors

Andy Coverdale had an interesting post on his blog about Dave White's idea of digital "visitors" and "residents" in place of the concept for digital "immigrants" and "natives". I feel much more comfortable with the idea of visitor and residents as it allows for different generations and levels of engagement with technology, applications, and tools. As I commented on Andy's blog:

This appears soooo much more useful than natives and immigrants. It also makes me wonder about the students (regardless of generation) who are visitors, but we want to become residents. Does this also tie into online communities (i.e. you might be a visitor in one type of community, as I am to facebook, but a resident at another, as I am with ning)? How do we get people to become “residents”? I think the question of trust is a big issue.

When Andy asked me if I thought that this was determined by socio-technical or platform factors, I replied:

I guess one problem I had with the digital natives or immigrants was that fact that there was a uniform amount of knowledge in “technology”. I have a greater understanding of the technological underpinnings of new technology than my husband or children. But I would be considered an immigrant. But the fact is that technology continually changes and with it the socio-cultural structures. I was on Facebook within the first year that it was developed as a member of our University. It changed drastically when it was “opened” up. My kids use it differently than friends and relatives of my generation.

Within the technological structures, there can be multiple socio-cultural structures and practices. Just like habitat structures can be similar between urban, suburban, rural, and different countries, structures between technology can be similar. However, the town next to mine differs because of a different community feeling. Experience, ties to the community, understanding of communication cues between members of the community affect the way someone feels coming into a new community. My husband and I lived in a neighborhood for 7 years and never felt a part of the community and felt as if we were considered “visitors”. However, our current community, we feel like residents as we know how things work, who the players are, and the subtle communication cues.

I feel it is the same with technology in that some will always feel like technology visitors as they learn new technology. Some may always “fit in” immediately and be a resident where ever they go. Still others will be a visitor initially and then move to resident status depending on the technology and community support in using the technology. And finally, others will be visitors at some technologies (usually by choice) and residents at others. I think there is a lot more choice in the use of technology and a lot more community influence that creates trust in using a certain technology.

In a related post on wirearchy blog, they discuss the importance of revisiting socio-technical systems business design field. As they contend, the "social business design" sounds very similar for the socio-technical systems business design theories in organizational development. However, the education field has continued to this body of literature over the last decade.

I think what is relevant in both of these fields is that it is hard to disassociate the tools that have been adapted for use in education and business from the social structures that continue to evolve. New tools are created as there is a social need; and tools are "retooled" with new social practices that develop around the new tools and the "retools". This is especially important to recognize in virtual groups, organizations, and workplaces. However, it also spills over into the personal life and the line between "personal" and "work" becomes blurred.

Does any one know anything about open source qualitative research tools?

As I am in the midst of my dissertation data analysis, I keep thinking that there has to be an easier way to do the data analysis than to cut and paste coded data (using the tracking and comment function of word) to do my data analysis. The problem is that I need to maintain a certain degree of privacy in my data analysis as per the IRB (Institutional Research Board) at our school. While I have access to data analysis programs at the university, I can't use them securely.

So after reading Michael Hanley's series on open source elearning, I began to wonder if perhaps there are some open source free research tools. Why do qualitative research tools cost so much? And why aren't universities trying to develop free research tools for others to improve the quality of research?

Valuating expertise

Ken Allen had an interesting post recently about expertise . I have become very interested in expertise as its definition within a group seems to be a key element in collaborative writing and knowledge creation.

Specifically, how "expertise" is defined varies among group members based on their professional development, the politics of the organization and department, and their own epistemology (often a result of schooling, culture, and reference groups).

The problem is that defining expertise is often implicit. As a result, when interacting with others, decision makers will impose their own definition of expertise if they don't first interact with those who will be impacted by their decision. If a decision maker's definition of expertise is different than the stakeholders, there will be discontent and the appearance that the decision maker is inept (after all, s/he should not make "stupid" decisions based on "false" data).

This is especially true when there are multi-generations. Some of the older expertise may be undervalued by younger stakeholders and some of the younger expertise may be undervalued by older stakeholders. Rather than merging the expertise, taking out the best for the situation, one or the other will be discounted.

This recently happened to me (and it is not the first time). As an expert on instructional technology, with a deep level of experience in multiple contexts, you would think that a school would reach out to have my input on instructional technology and its instructional design. Instead, my daughter worked on a distance learning component of her school (high school level) yesterday, experiencing a number of factors that are common mistakes made by first time distance learning instructional design. As I mentioned before, this is not the first school to discount my expertise because I am a parent (you wouldn't understand, you only have college level experience, you're a parent...not a teacher).

I am disappointed because I expected more from the school as it is an alternative school. However, upon reflection I realized that there are different definitions of expertise working here and that admitting a lack of expertise is a difficult as redefining "expertise" and "knowledge". There needs to be tools, especially in the current "objective" standardized educational system the US has been moving to, to allow for new ideas, new ways of doing things, but also the maintenance of old ideas and ways of doing things that may still work in different situations. One advantage of the current technology is that there is a more permanent record of not only new ideas, but old ideas as well. I need only peruse my blog as I develop my syllabus for next semester and see what worked, what didn't, and what situations I might need to deal with next semester.

I am especially concerned with the current recession, as the 50+ workers are being laid off, that some of the time tested ways of doing business will be thrown out (the good with the bad) and the same mistakes will be made (and covered up). Let's hope that the amount of expertise that is out there will be used rather than wasted.

Professions and expertise

My current research has made it obvious that in the workplace expertise in the profession is equated with "knowledgeable" or "intelligent." A specialist often is hired over a generalist. However, is this truly the best use of organizational resources?

My husband was complaining that the last 3 consultants (specialists) that his department had hired have not worked out. Why? Because they are not able to take initiative and see the big picture. They can do their small piece as long as they receive direction outside of their specialization. They don't take the time to figure out what is needed outside of their small scope of work.

In looking at cross specialization, I have found that there is a long time frame for those from different professions and specialties to create shared knowledge. The reason is that initially each person comes in with their own sense of what is viable knowledge, often based on their profession. Even if these divergent ideas can be combined, there is also a need to create a shared understanding of the task and knowledge from the various departments.

It would seem to me that the first step in any group work should be to create a shared understanding of knowledge, standards, and group processes. This means that any use of a wiki or google docs for example, should begin with some discussion as to what and whose standards for knowledge will be used. This may take some time, but I would think the outcome would be a much deeper understanding and creation of knowledge.

Unfortunately, I am finding in our fast paced world, this is not considered good use of time. It is hard to measure "outcomes" especially if the group will not stay together. Of course, if an instrument were developed to measure the impact the knowledge would have on company production (like the multiplying effect in economics), then this time spent would have some economic basis.

Is our educational system aiding in creating the flu pandemic?

Many may have noticed that I haven't written a blog for a while. My kids went to a school dance a couple of weeks ago and 4 days later came down with (most likely) the H1N1 flu...along with 400 others. I guess the school was lucky it was only half of the 800 at the dance.

My daughter actually attends an alternative school in the school district (for science and technology) and my son went as a guest of one of his elementary school friends. My daughter's school, a technology based, project based, group learning based school which draws students from multiple locations in a 200 square mile radius, requires students to continue to check into school and expects sick children to keep up with their work while they are ill. As a result, my daughter went back to school fever free, but still not well as we were having internet connection issues. The school is still unprepared for the students coming down with the flu. Even before my daughter got the flu, her work was affected as there was always a team member sick from the first week of classes. However, as there is a greater critical mass of students coming down with the flu, a letter has finally come out outlining what students should do. This still does not address how those that are WELL or teachers should handle classes and projects that can't be completed because a majority of group members are ill.

The high school where the dance was held initially sent out a letter stating that the flu was the "general flu", not h1n1 despite the rapid spread of the illness. They did not shut down the school, despite the fact that a quarter of the students were ill. The next day a "clarification" was sent out in conjunction with the health department which began to monitor the situation at the school. In fact, there were no other confirmed flu types in the county (although there were some in other nearby regions). So most likely, any flu students from the school came down with was h1n1.

My son, being a typical teenager, did not tell anyone at school that he was feeling feverish. His driver's ed teacher had told them that the flu was not an acceptable excuse to miss class. If that wasn't bad enough, that evening my son played a soccer game which he had been looking forward to for the entire season. So he played, then proceeded to shake hands with the opposing team, and went home where we discovered he had an 102 fever.

What the flu reveals about our schools and healthcare system

I recently heard an interview by the head of the CDC who said that they were recommending the schools not close down because students were safer in school (healthy) than unsupervised (also healthy). This reveals the role that education has taken in the US. Schools are safe havens from communities that have broken down and duel working parent families (or single parent families). No longer is school just a place to educate students. So shouldn't we be putting more money into after school programs, family and student support services, and even healthcare?

My own experience at how the different approaches the colleges in which I work take demonstrates the different approaches the healthcare system can take. At the one college, students see health professionals, initially at the health center. However, as more incidences of illness has begun to take place, there have been emergency health screening available at the dorms. On this campus, we have diagnosed strep, the two different types of flu, and mono (a common occurance for college students). Students are put on medical leave, sent home, and not allowed back until they are feeling better. Surprisingly, there has been less long term illness (from students in my class) and my students seem much healthier than I usually see this time of year. It will be interesting to see if they perform better, as they are allowed to heal.

The second school has only self reporting, with very little diagnosis of the illnesses. The health center does not really see any cases as they don't have the man power to do so. My classes for the last 3 weeks have really diminished. In some cases, at other colleges, I have heard about incidences in which professors will fail students for x number of absences, whether they were diagnosed with the flu or not.

Our society believes that it is better to "work through" any illness. This is in line with our "hard work" values, individual over group (you wouldn't go into work to infect your colleagues if you valued the group), and our relationship with nature (we can overcome nature, work through illness). In addition, we have a tendency in our healthcare system not to seek treatment until it is critical, nor do we want to overwhelm an already overwhelmed system. On the part of education, our society reinforces these values in the school. We need to "get through content", keep students safe, and keep pushing the envelope for student achievement.

However, perhaps it is time we start investing in a healthcare system that can meet the challanges of the unexpected. Perhaps we should start providing healthcare and "sick beds" in schools for those times when parents feel they can't take time off. Perhaps we as a society should allow parents to take the time off for family illness and start developing protecals and infrastructure for work from home.

And for anyone who gets the flu, don't go back to work too soon. While I only had a fever for one day, and had been fever free for 3 days before I went back to work, it took me a good 2 weeks to feel healthy again. The same was true for my children.

Writings of a harried 21st Century mother!

There are so many topics that I would like to write about, but lately, my mind does not hold a thought for more than 5-10 minutes.

In any given day, I

• am teaching. This semester I am teaching the 18th different course I have taught in the last 20 years, in consumer behavior, in the marketing/management department. I have two sections of 33 students in each. I teach in the communication department at a second university where I have been for the last 5 years.
• writing my dissertation (although this seems to be on the back burner more than front in my thoughts). I am in the "brain explosion" phase as I try to take my analysis and figure out what it means. I have bits and pieces of insight, but now I'm trying to pull it all together to make sense out of it.
• teaching my son to drive (as he does not want to drive with his father who makes him nervous and my husband does not to drive with my son who makes him nervous). Of course, my son makes me nervous also, but I have learned how to appear calm and respond to his mistakes with gentle instruction so he doesn't panic and drive into a tree or another car!
• attending soccer games, working concession for the team, or picking my son up from soccer practice.
• driving my son and/or daughter to the school dance, football game, or the store to pick up something for school
• driving my daughter to dance class
• meeting with or communicating with one or both of my children's teachers about some issue with school
• or correcting papers, writing papers, or checking my emails

Occasionally about 3-4 times a month, I am checking in with my mother. But I have to prepare myself for those calls to my 83 year old mother, as I still revert back to the old triggers from my childhood.

This of course is in addition to the regular house hold chores of cooking (with the exception of soccer night games, the whole family eats together, but I cook dinner every night whether we eat together or not), grocery shopping, cleaning, wash, dishes, and helping out with the occasional homework question.

I am tired! I know I am not the only one in this position (at least I don't have to run my own business like Karyn Romeis, now are my children totally dependent on me like Janet Clarey). But I do want to apologize now if my blogging is a bit on and off again in the next few months.

Dumbing down in the World? Defining "smart"

Let me start with a question to reflect on. Make sure you think of this before you read on. Think of the teacher that had the greatest impact on your learning throughout your life. How did they influence you? What did they do to influence your learning? What characteristics did they have?

Now read on.

I recently had a conversation with my adviser about "good teachers." He begins his introduction to teaching course asking his students to reflect on these questions. This conversation came back as I read a post by Ken Allen on "Is the world dumbing down?".

In the post, he has a clip of Branford Marsailis who speaks about what he has learned from his students. Basically, he says he has not learned anything, as his students just want to be told they are good, and don't want to work hard to learn. My adviser also mentioned how one of his students felt that much of teaching education focuses on the "touchy-feely stuff" and not on the learning outcomes.

This got me to thinking about which teachers had influenced me the most. There were four teachers who had the greatest impact on my learning. One thing that they had in common was they challenged me, but always let me know that they had confidence that I would meet any challenge.

Miss Relation was my reading and 3rd grade teacher. I can still remember when she was so impressed with how well I did with multiple digit multiplication and complex math concepts (such as sets). As I learned to read, she would always re-enforce it with, "I knew you could do it. See?" But she would never take, "I can't" as an excuse. She was in it with me, guiding me, having confidence that I could do it.

Miss McDonough was one of the toughest teachers I had (5th grade), but when I accomplished something, she would let me know how proud she was that I stuck with it and was able to master it. At no time would she give up on any student. You would achieve her high standards or she (and possibly you) would die trying. Her utter confidence in every student (I never heard her say a negative thing about a student...they weren't smart, they were lazy, what were they thinking?) made you want to show her you could do it.

My middle school math teacher was the first to let me know that I was really good in math...during a time when women were not expected to be good in math. Everything that we did, he would point out the good job I did. This confidence in me, made me confident in myself and I excelled in math as a result.

Finally, one of my professors in graduate school, allowed us to co-create our own curriculum. I loved this class as the students found the readings, presented the content, but were guided by very insightful questions from the professor. He treated us (master and Ph.d students) as knowledgeable students that he could learn from. Some of his questions would make you stop and think (and sweat if you weren't prepared). He was very low key and respectful of the students, which made you want to do the best you could. I still remember many of the discussions we had in the class, and the project I worked on (tariffs and counter-tariffs for the Steel Industry).

Another trait that all of these teachers had was that they knew ME and what I needed to learn. They did not use a cookie cutter approach to teaching and took time out to know what I knew and how I thought. They then used this to help me learn better.

What I learned from poor teachers

Likewise, the teachers that I look on with humiliation and anger, even to this day, taught me what a good teacher does not do.

As I mentioned in my comment to Ken:

"Dumbing down" is in the eyes of the beholder though. What is important is that in the US at any rate, we have begun to classified "smart" or "knowledgeable" as being able to take standardized tests about basic facts (i.e. math formulas, defining terms, and writing in a standard format regardless of audience or purpose). We have also relegated anything outside of math, science, and technology as "fluff" and not real knowledge.

The teachers that impeded by learning only looked at the standards and never bothered to look at what I actually knew. They also had a very narrow view of what "learning" and "knwoledge" was, then labeled those outside of those norms as "not quite smart". I can remember being moved from the "smart" reading group to the "slow" reading group in 1st grade. The major problem was that the teacher taught reading in one way only, and those that did not learn that way were then labeled "slow". It was humiliating for me and I lost all confidence in my studies. She always made it know who the "good" students were and who the "bad" students were.

These teachers also tended to have only the curriculum and book learning, with no abstract or creative activities in the classroom. Students did what the teacher wanted them to do ONLY or else you were a poor student. I remember a home economics teacher telling me how disappointed she was in my cooking class because I didn't follow the recipe exactly. My classmates all liked my changes (for the most part, sometimes they ended in disaster though), but I did not "follow directions."

Finally, the most difficult teachers that really turned me off to learning were those that seemed to exert their power over me as a student. They always had a way of making sure I knew they were in control and knew more than I did, so I should not ask questions of them or interrupt their class flow. In fact, years later, I realized that they did not like me to ask questions because they probably did not know how to answer them.

Dumbing down the World? Or a new way to assess learning?

In some ways, I do think that we are "dumbing down" in the world. But not in the traditional sense. I don't think that a grade these days is complex enough to assess a student's learning. I don't think that many of the teachers from which I learned the most (I still can remember many of the lessons 30-45 years later) would be able to keep up with the "testing". In fact, some of my daughter's teachers that had the qualities I look for in a good teacher were considered "poor" by some parents because their students enjoyed school and the kids did not have enough homework at night! (Even though their students tested high on standardized tests).

The new educational reforms in the US still focus on these simplistic quantitative tests and pitting teachers against students and parents. I have just read about community schools, however, which I hope with create a new educational environment that is based less on numbers and more on learning.