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It's not change or technology that threatens the integrity of the ethnosphere. It is power. The crude face of domination. Where ever you look around the world, you discover that these are not cultures destined to fade away. These are dynamic living peoples being driven out of existence by identifiable forces that are beyond their capacity to adapt to.

You know, genocide, the physical extinction of a people is universally condemned, but ethnocide, the destruction of people's way of life, is not only not condemned, it's universally -- in many quarters -- celebrated as part of a development strategy.

Do we want to live in a monochromatic world of monotony or do we want to embrace a polychromatic world of diversity? Margaret Mead, the great anthropologist, said before she died that her greatest fear was that as we drifted towards this blandly amorphous generic world view not only would we see the entire range of the human imagination reduced to a more narrow modality of thought, but that we would wake from a dream one day having forgotten there were even other possibilities.

When these myriad cultures of the world are asked the meaning of being human, they respond with 10,000 different voices.

the central revelation of anthropology: that this world deserves to exist in a diverse way, that we can find a way to live in a truly multicultural pluralistic world where all of the wisdom of all peoples can contribute to our collective well-being.

This is what I asked each student to do: 1) create a series of three goals or metas, one progressively more complex than the other, and each building upon the other, that were to be accomplished his term. The first goal was to be done by the end of March, the second by the end of April, the third maybe by the end of the term…but probably not. 2) create a series of tasks that s/he felt would lead to realizing those goals. 3) blog about about his or her progress at least 2 times per week 4) At the end of the term: write up a final self assessment (in English or in Spanish), reflecting upon the progress completed, including the work done in class that would contribute to these goals, and assign a grade for the term. The students needed to evidence of their progress as a way of justifying their chosen grade. CAVEAT: If the grade s/he chose was lower than one than I would have selected, they would get my grade and an explanation. If the grade was higher, we would continue the conversation and try to see what it was that I was missing. I was willing to be (and wanted to be!) swayed, given that this was the student’s assessment of his/her personal learning goals in Spanish.

Some (but very few indeed) met ALL of their goals. Almost all acknowledged that they had set up unrealistic expectations for themselves (in terms of how much they could get done in a semester) and many used their self assessment as a way to set up future goals for their language growth. (Exactly the kinda thing you hope to see happen…learning extending beyond the limits imposed by the classroom).

A shy, timid young man, he did not mention in his evaluation the class discussion he led, and managed, and blogged about at the end of the term… nor did he see how any of this was helping him move towards his most lofty goal…to be able to travel with friends in Spain and to be able to communicate with ease and without anxiety.

It pains me to read this, but not because of the critiques she makes about me, the tools, or the class. It pains me because Edie passed on an opportunity to try something new, experiment, take a calculated risk…all things she will eventually have to do when she travels in another culture. It’s sad because she was the only student who did not “let go” of something during the semester and instead just held on tight to how she wanted this class to be, vs how it really, truly was. Unstructured to her meant undirected. Allowing the group to decide the flow of the class frustrated her, because the cadence of the class was not one that was controlled by the teacher and therefore predictable

In the end, she presented me with a chart that logged over 40 hours of Skype conversations with a native speaker she eventually found, and 110 pages (!) of chat transcripts with others with whom she tried to make regular contact. In class, as a result of her out of class experiences, she became more involved and engaged, eventually leading a class discussion about her interests in music, but doing so such that it wove itself in with the topic the class was discussing that week.