This story ends, and begins, with Kirsten and I in Canada.
We love Spain. We love England. We love Zambia, too. And there is much of Europe left to explore. Our work with VHS has been terrific, allowing us to truly work meaningfully from any of a number of places (albeit, some more successfully than others) and we proved to ourselves (if no one else) that living in such a fluid way was feasible and wonderful and something of a dream.
We had several concepts about the next stop after England, the "rest of Europe" being a big one, after we could get back in to the Schenegen Area. But we also started talking about living in Québec for a while. Both of us are "bilingual" from the point of view of facility in a language, but not "bilingual" from the point of view of fluency. So we thought, perhaps we might relocate to Québec for a year or so to improve French.
This got us talking about a future course that we will be writing for VHS on Native Studies. We realized that we could not really effectively research literature from Europe, making Canada all the more enticing. And we discussed how we had thought, in the past, of teaching in a First Nation, and/or somewhere in the far north. But our work with VHS has made us into big believers in Online Education—and specifically, asynchronisity. We have come to believe that the classroom can be confining, especially in places where the outdoors and community have so much to offer. Yet (and I think the discussion thread between David Armour and me a couple of weeks ago highlights this point) the classroom (or, more broadly, the community) is the only milieu for certain types of development. They're types of development that don't fit neatly into "standards" or "outcomes" or "expectations," but they are universally acknowledged as important.
On this basis, we noted a First Nation in the far north was looking for teachers, and we applied for these jobs, using these concepts as the basis of our letters and interviews. And as it turns out, they not only agree, but have been moving in this direction for some time.
So Kirsten and I are back in Canada. If you are in any of the places that we will be, you will see us until about the end of August, at which point we are going to fly northwards, and see another part of Canada that we haven't seen.
We do love every place that we have been so far—including, of course, Canada, always our home.
We love Spain. We love England. We love Zambia, too. And there is much of Europe left to explore. Our work with VHS has been terrific, allowing us to truly work meaningfully from any of a number of places (albeit, some more successfully than others) and we proved to ourselves (if no one else) that living in such a fluid way was feasible and wonderful and something of a dream.
We had several concepts about the next stop after England, the "rest of Europe" being a big one, after we could get back in to the Schenegen Area. But we also started talking about living in Québec for a while. Both of us are "bilingual" from the point of view of facility in a language, but not "bilingual" from the point of view of fluency. So we thought, perhaps we might relocate to Québec for a year or so to improve French.
This got us talking about a future course that we will be writing for VHS on Native Studies. We realized that we could not really effectively research literature from Europe, making Canada all the more enticing. And we discussed how we had thought, in the past, of teaching in a First Nation, and/or somewhere in the far north. But our work with VHS has made us into big believers in Online Education—and specifically, asynchronisity. We have come to believe that the classroom can be confining, especially in places where the outdoors and community have so much to offer. Yet (and I think the discussion thread between David Armour and me a couple of weeks ago highlights this point) the classroom (or, more broadly, the community) is the only milieu for certain types of development. They're types of development that don't fit neatly into "standards" or "outcomes" or "expectations," but they are universally acknowledged as important.
On this basis, we noted a First Nation in the far north was looking for teachers, and we applied for these jobs, using these concepts as the basis of our letters and interviews. And as it turns out, they not only agree, but have been moving in this direction for some time.
So Kirsten and I are back in Canada. If you are in any of the places that we will be, you will see us until about the end of August, at which point we are going to fly northwards, and see another part of Canada that we haven't seen.
We do love every place that we have been so far—including, of course, Canada, always our home.