BECOMING (…)

Who are we? And, who do we want to ‘be’ and ‘become’ in this new year, 2021?

Flower Blooming

Becoming with an ellipse in parenthesis (…) indicates that each of us are to fill in the word that we are striving to “become” this year. On this note, Pat, Lynn, and Cristina center January 2021’s discussion around stories of being on the hero’s journey – in light and dark – and sharing stories that illuminate our path. Becoming (…) for each of us is different and ever-evolving, but we found that it is within and through story that we hold space for one other within the darkness. Darkness here is leveled, meaning that it does not depict just evil or fear. It can be nurturing like a seed that is planted and then gestates within the womb of Mother Earth before it cracks open to extend both its roots into the earth and its branches upward toward the sky. Part 1 begins with Lynn’s poetry titled, “Becoming (Blessing): The Divine Algorithm” where she interweaves the stories told by those who joined us in December 2020 for the last meeting. Cristina then talks about story by introducing Dr. Bertrice Barry’s work and as connected to a story about Representative Andy Kim of New Jersey who unceremoniously helped workers to pick up debris left in the Capitol Building on the infamous Insurrection Day: Wednesday, January 6, 2021.

Andy Kim at the Capitol Building cleaning up trash after the riots on January 6, 2021.

In Part 2, Pat shares an accordion book she made that is inspired by the Lord of the Rings, specifically by the following quotation said by Sam Wise Gamgee to Frodo at a time of turbulence and peril:

Sam: It’s all wrong By rights we shouldn’t even be here. But we are. It’s like in the great stories Mr. Frodo. The ones that really mattered. Full of darkness and danger they were, and sometimes you didn’t want to know the end. Because how could the end be happy. How could the world go back to the way it was when so much bad happened. But in the end, it’s only a passing thing, this shadow. Even darkness must pass. A new day will come. And when the sun shines it will shine out the clearer. Those were the stories that stayed with you. That meant something. Even if you were too small to understand why. But I think, Mr. Frodo, I do understand. I know now. Folk in those stories had lots of chances of turning back only they didn’t. Because they were holding on to something.

Frodo: What are we holding on to, Sam?

Sam : That there’s some good in this world, Mr. Frodo. And it’s worth fighting for. Subsequent conversations, not showed in this video, connects the Insurrection at the U.S. Capitol on January 6, 2021 to the battle of light and dark in connection to the hero’s journey.

Sam Wise Gamgee holding flowers

BECOMING (BLESSING)

The conversation, Becoming (Blessing) occurred on December 13, 2020. Becoming (Blessing) centers our conversation as we enter into the final month of 2020, a year that has been delineated as Pre-COVID and COVID. A year in which, as Pat mentioned, “we are beckoned to step into the unknown of our own becoming.” Enter, Explore, Return, Listen – words from Pat’s cards we have shared in communion. Occupying this virtual space we become a blessing to each other.

Woman holding a white flower

Cristina began the conversation by reading a prayer of blessing from the Diné. The poem is called Walk in Beauty.

Walking in Beauty: Closing Prayer from the Navajo Way Blessing Ceremony
In beauty I walk
With beauty before me I walk
With beauty behind me I walk
With beauty above me I walk
With beauty around me I walk
It has become beauty again
Hózhóogo naasháa dooShitsijí’ hózhóogo naasháa dooShikéédéé hózhóogo naasháa dooShideigi hózhóogo naasháa dooT’áá altso shinaagóó hózhóogo naasháa dooHózhó náhásdlíí’Hózhó náhásdlíí’Hózhó náhásdlíí’Hózhó náhásdlíí’
Today I will walk out, today everything negative will leave me
I will be as I was before, I will have a cool breeze over my body.
I will have a light body, I will be happy forever, nothing will hinder me.
I walk with beauty before me. I walk with beauty behind me.
I walk with beauty below me. I walk with beauty above me.
I walk with beauty around me. My words will be beautiful.
In beauty all day long may I walk.
Through the returning seasons, may I walk.
On the trail marked with pollen may I walk.
With dew about my feet, may I walk.
With beauty before me may I walk.
With beauty behind me may I walk.
With beauty below me may I walk.
With beauty above me may I walk.
With beauty all around me may I walk.
In old age wandering on a trail of beauty, lively, may I walk.
In old age wandering on a trail of beauty, living again, may I walk.
My words will be beautiful…

Click to hear the prayer spoken in Navajo by  Wanye Wilson, a Navajo member.

Linguistic Note: The word “Hozho”  in  Dine’  (roughly translated) Concept of Balance and Beauty. Consideration of the nature of the universe, the world, and man, and the nature of time and space, creation, growth, motion, order, control, and the life cycle includes all these other Navajo concepts expressed in terms quite impossible to translate into English.   Some Navajos might prefer the term: “Nizhoni” meaning  ‘just beauty.”

Written by Robert S. Drake, for Tom Holm, PhD, University of Arizona American Indian Graduate Studies Program, Native American Religions and Spirituality.

During the conversation, Lynn shared a poem she wrote that interwove the stories and sharing from all those attending the previous month titled, “Nepantla” (which refers to the space where differing or divergent realities can merge and make sense of the world in mutually beneficial ways).

Pat focused her conversation about “Blessing” by sharing the story told in the movie “Collateral Beauty” and integrating her own insights into the discussion. We need to look around, particularly within the darkest, deepest periods of grief and observe the collateral beauty around us.

Research Highlights Affiliated with EduSpirit 2020

Cristina Santamaría Graff, Ph.D.

This year I have been engaged in many research projects and community-engaged scholarship that involve working with families of children with dis/abilities, particularly Latina/o/x immigrant families. Though some of this scholarship can be found under the ABOUT tab, under Cristina’s work, I would like to take a moment to highlight scholarship that is also affiliated with EduSpirit – either directly (as in book chapter below) or indirectly (with Dr. Lorri Many Rivers Johnson, who I interviewed for EduSpirit in 2017).

In the chapter titled, “How Do We Arm Ourselves With Love? Examining ‘Armed Love’ Through Educators’ Critical Conversations in an Online Platform, I describe EduSpirit.org as a vehicle for addressing how to mend a fractured educational system through critical conversations centered on education through the lens of love. This is an “armed love” (Freire, 2005, p. 74), a radical and fierce one, through which educators contend with and confront deep-seeded fears that threaten to paralyze action and continued movement forward (Fisher, 2017). This love is also a “force that enhances our overall effort to be self-actualizing … it can provide an epistemological grounding informing how we know what we know” (hooks, 1994, p. 195) of ourselves as both individuals and as educators. bell hook’s (1994) descriptive reflections on self-actualization provide meaningful context for educators who want to enact love, but who may not understand that one’s inner well-being is essential in assisting others in their own self-empowerment. These insights along with other authors’ interpretations of radical love are useful in situating five educators’ lived experiences in transgressing boundaries that impede their ability to “respect and care for the souls of our students” (p. 13). Through qualitative methods, I examine the ways in which these educators advocate for their students, combat systemic inequities, and transcend grief or illness for the purposes of creating spaces of well-being in personal and professional spaces. In other words, how do they embody and enact armed love? These educators’ stories unfold through dialogue captured in publicly accessible, video blogs.

United We Stand

The Role of Spirituality in Engaging and Healing Communities

Edited by:
Dannielle Joy Davis, Saint Louis University

A volume in the series: Contemporary Perspectives on Spirituality in Education. Editor(s): Dannielle Joy Davis, Saint Louis University.

Published 2021

Segments of society are drawing upon their faith and spirituality to develop strategies to mend social relationships and fragmented communities. The Contemporary Perspectives on Spirituality in Education book series will feature volumes geared towards understanding and exploring the role of spirituality in addressing challenge, conflict, and marginalization within education in the U.S. and internationally.

Other scholarship I have been engaged in collaboratively with Dr. Lorri Many Rivers Santamaría is our work on Co-Decolonizing Methodologies. Co-Decolonizing work is distinctive from Decolonizing work in that Lorri and I, as scholars of Color, acknowledge that our positionalities (Black Creole and Bi-racial Mexicana heritages, respectively) in relation to indigenous peoples locate us as co-conspirators in the dismantling of oppressive colonialist ideologies and practices. For example, when working with indigenous or other minoritized populations with whom we cannot claim membership or affiliation, we strive to enact co-decolonizing research. Here we work alongside and support those with whom we share common or similar goals. Neither of us profess engagement with decolonizing research methods or methodologies, particularly when working with indigenous populations, because we have not experienced what it is to have our land taken from us, to be dispossessed by unfair and insidious treaties, or to be displaced in direct and personal ways. That said, as mother-scholars of Color, we recognize other ways we – individually and as a larger collective – have been colonized – mind, body, and soul – by white hegemony and its continued destructiveness. In these ways, under very specific conditions, we affirm decolonizing methodologies as central to our work.

On September 15, 2020 we had the honor and privilege to present at the AERA Virtual Research Learning Series. We co-presented with Mixteca/Indígena co-researchers as well as with Dr. Darold Joseph, Dr. Jenny Lee-Morgan, and Latosha Rowley (Ph.D. candidate at IUPUI).

Through this presentation, many artifacts were produced including an interactional workbook (please check out this eBook!), PowerPoints, and conceptual framings around unlearning colonizing research methods to ensure conscious and deliberate practice of decolonizing and co-decolonizing methodologies. Below is a helix model that I created to demonstrate the movement from these colonizing methodological practices to ones that are participatory, humanizing, and co-decolonizing. Please use this citation for the image below:

Santamaría Graff, C. (2020). Unlearning, (re)membering and (re)imagining (futures) helix. Co-decolonizing research methods: Toward research sustaining indigenous and ‘other’ community engaged ways of knowing. EduSpirit, LLC. Retrieved from: https://eduspirit.org/2020/12/06/research-highlights-affiliated-with-eduspirit-2020/

BECOMING (LISTEN)

In this month’s conversation centered on listening, we draw from Dr. Rachel Naomi Remen’s scholarship and storytelling. Dr. Remen is a professor at the Osher Center of Integrative Medicine at the University of California, San Francisco. She is also the author of Kitchen Table Wisdom and My Grandfather’s Blessings. For Dr. Remen listening is vital to the healing process: “The most basic and powerful way to connect to another person is to listen. Just listen. Perhaps the most important thing we ever give each other is out attention… A loving silence often has far more power to heal and to connect than the most well-intentioned words.”

Dr. Rachel Naomi Remen
LISTEN
Becoming Listen, Part 1
Becoming Listen, Part 2

Through her poetry, Lynn summarized the previous sessions’ conversations. Here is her poem and the image associated with her words:

ONCE UPON A RETURN – CONVERSATION 4

“Once Upon A Return” is the series of images for this conversation. Becoming (Joy, Enter, Explore) is about story – our stories. Today Pat, our storyteller, will take us on a journey. Enjoy. We look forward to your responses. Listening attentively allows the other a space to share her story and gives our heart the space in which to expand. 

Once Upon a Return – Part 1
Once Upon a Return – Part 2

Here is the presentation with Pat’s artwork and story:

BECOMING (EXPLORE) CONVERSATION 3

Welcome to Conversation 3, “Becoming (Enter).” This conversation will be occurring on September 20, 2020. It is inspired by Pat Berberich’s card, “Explore” and a quotation by Martin Buber: “We should stake our whole existence on our willingness to explore and experience.”

Pat Berberich’s card, “Explore.”

Lynn reflected upon what it means to EXPLORE after hearing her sister Pat say, “What you explore, explores you.” Lynn writes: Pat’s words reminded me of an article by Parker Palmer, “Life on the Mobius Strip.” Parker, an educator and author wrote: “The first time I saw a Mobius strip, I thought, ‘Amazing! That’s exactly how life works!’ Whatever is inside of us continually flows outward … Bit by bit, we are our world are endlessly re-made to this eternal inner-outer exchange. How can I make more life-giving choices about what to put into the world and how to deal with what the world sends back … choices that might bring new life to me, to others, and to the world we share?” Let’s explore together as we continue our third Becoming (Explore) conversation this Sunday, September 20, 2020.

EXPLORE – PART 1
EXPLORE – PART 2
Stone Bird Morning
Stone Bird Dusk
Stone Bird Night
The Tao. The Way. The Integration of both light and shadow.
Explore the shadow side on the path to understanding our Light.

Becoming (Enter) Conversation 2

Welcome to our second conversation, “Becoming (Enter)” that occurred on August 30, 2020.  The flow of our first,  “Becoming (Joy)” on August 9th found us entering into the themes of mystery, gentleness, challenge, presence, healing and story.

This conversation was recorded on Sunday, August 30, 2020. We discuss our different interpretations of “Enter” and the ways that we approach entering into the unknown, entering into intentional space together, and entering as a mindful teaching practice. This is the beginning conversation where Pat speaks explicitly about a piece of art that captures the essence of “entering” into the unknown and feeling inside as if beckoned to take that first step.

Becoming (Enter) Part 1

In the second part of “Becoming (Enter),” Pat, Lynn, and Cristina discuss what it means to take the step or leap into the unknown as we move forward into uncertain times. Lynn brings in images and her own poetry to depict the experience of ‘being’ in conversation and unity with all those participating in this platform. Cristina discusses the importance of setting the tone for how we enter into spaces such as classrooms. She discusses leaving unnecessary emotional “baggage” at the door to be fully present with others when we choose to enter specific spaces.

As we continue our journey together we featured Pat’s “Enter” art card and another of Pat’s art pieces with her words: “We are beckoned to step into the unknown of our own becoming. The portal and threshold await us.” Let’s see where our next conversation takes us! Next conversation: September 20, 2020 – Theme: Becoming (Explore).

This is the Patanjali card that Lynn picked for the group during our conversation on “Enter.”
Lynn’s poem inspired by the last conversation on “Enter.”

If you are interested in finding out more about this group, please contact Pat, Lynn, or Cristina at: joybecoming@gmail.com

Becoming (Joy) Conversation 1

Pat Berberich’s artistic interpretation of “Become”

Welcome to the first Conversation where Pat Berberich, Lynn Santamaría and Cristina Santamaría Graff discuss what it means to be “Becoming” as we talk about our life purpose as well as the way in which we attempt to align mind, body, and spirit. The PowerPoint provides a layout of our conversation as well as the structure of the discussion. The videos capture our introduction to Becoming (Joy), our group name (and YouTube Channel), and our beginning conversation about what it means to “Become” who we are. Not recorded is the follow-up conversation where we invite individuals to participate in deeper discussion about specific topics.

For those interested in learning more about this group, please contact us at: joybecoming@gmail.com

Also, please check out our Becoming (Joy) YouTube Channel!

PowerPoint – An Introduction to Becoming (Joy)

Becoming (Joy) – Introductory Video

Becoming Joy – Introductory Video

Becoming (Joy) – Conversation 1

Conversation 1

In her discussion, Lynn speaks about the power of words and reads an excerpt from Toni Morrison. Here we pay homage to these words.

Toni Morrison, Author

ANNOUNCEMENTS: WE WILL BE HAVING 2 DISCUSSIONS PER MONTH. THE NEXT DISCUSSION IS BEING RESCHEDULED FOR SUNDAY, AUGUST 30, at 10:00am PST and 1pm EST.

The theme for our next session is: Becoming (Enter).

Pat Berberich’s artistic interpretation of “Enter.”
Artwork by Pat Berberich, Poem by Lynn Santamaría

Dr. Masaru Emoto’s Water Crystal Oracle Cards – An Intuitive Reading (May 2020)

In this video, I use Dr. Masaru Emoto’s inspired Water Crystal Oracle deck for an intuitive reading. What I explain in the beginning of the video is the way in which LANGUAGE and the frequency behind it impact how we make ourselves and others feel. I weave Dr. Emoto’s work on studying the impact of human consciousness on the molecular structure of water with language, specifically the framing and intent of the words we use.

Though some say that Dr. Emoto’s work exists primarily in the realm of pseudo science, I believe that, in fact, his work is merely ahead of its time and, therefore, highly misunderstood. When we begin to understand the power of our consciousness in forming the reality around us then we will awaken to the impact our thoughts and words have in co-creating what we want and desire. Dr. Emoto’s work will become a pillar of understanding of the way that we can build and rebuild that which we envision around us. It begins with our intentions, thoughts, and words.

Please enjoy the following video!

Cristina holding up a water oracle card inspired by Dr. Masaru Emoto.

What does it mean to keep a promise? Lesson Plan 4 Weeks 6 -7 (vBlog 10/11)

LESSON PLAN 4 – PROMISE

What does it mean to make a promise? What promises have you made to yourself or to others? Are you good at keeping your promises? What happens if you break a promise? How does it feel?

This week I have been thinking about what it means to make and keep promises to myself. I made a commitment that I would be creating, implementing, and posting lesson plans on a weekly basis. Experiencing illness the way I have been, has made me rethink this promise. I’ve actually had to ‘break’ my promise for the purpose of taking care of and healing myself.

I’ve learned a lot about the ability to recognize if the promises I am keeping are actually serving a larger purpose. These past few weeks, in having to let go of my vision for weekly content on EduSpirit, I have felt mixed emotions. On one hand, I have felt like I am breaking my promise to all of you who are following these lessons and are interested in trying them out at home. On the other hand, I have realized that I have to prioritize my commitments. My commitment to health and wellness is more important right now than video recording lessons and contributing to this website using the schedule I had been following. That said, my promise to follow through with my initial commitment of 40 vBlogs still holds, even if their production takes much longer than originally anticipated.

I hope that you and your family enjoy these lessons that my family and I have been co-creating and sharing together. Thank you for your continued encouragement and support. – Cristina

LESSON PLAN – PROMISE

Please remember to cite the lesson plan if you use it for a more public venue by attributing the material to: Cristina Santamaría Graff, eduspirit.org. Thank you!

Weeks 6-7_PROMISE lesson DOWNLOAD LESSON PLAN HERE

RESOURCES FOR LESSON 4

LINKS USED WITHIN THE LESSON PLAN

BE INTENTIONAL

Listen to the TedTalk by Alex Sheen, “Because I said I would” on making and committing to PROMISES:

Alex Sheen: “Because I said I would”

Alex talks about creating PROMISE CARDS or “Because I said I would” cards. Use the template provided. The template reads, “Because I said I would.” Write down a promise on the card that you want to make to yourself or to another person. Maybe it’s been something you’ve been putting off. Then give it to someone (for safe keeping). Once you fulfill the promise (it can take a day, a week, a year…) you will ask that person for the card back and let them know you have fulfilled the promise on the card. As Alex says, “You need to earn the card back.” One you fulfill the promise, the card you receive back will remind you that you are a person of your WORD. You are someone who keeps their promise.

Check out Alex’s Facebook page and his non-profit organization, “Because I Said I Would.” https://www.facebook.com/BecauseISaidIWould/

DOWNLOAD TEMPLATE HERE

Because I said I would – Sample Template

BE THOUGHTFUL AND COMPASSIONATE

For this lesson you are building off of last week’s lesson, PATH. You will be using the same game board you created as a family in Lesson 3, “Path to Wellness.” You are now going to create PROMISE cards that will be added to the other cards. These cards will be questions to prompt each player to talk about specific times in their lives where they have made commitments to themselves or to others. They will also include questions about future promises, commitments, or goals that each person is thinking about making and how to achieve them.

Please email Cristina at eduspirit.community@gmail.com if you would like to receive more examples of board game questions.

Here are some examples of PROMISE questions/prompts:

TAKE ACTION

You will create an autobiographical “topical” map by gathering the following materials (or ones you can substitute for these):

  • Poster Board or Cardboard
  • Clay, Playdoh, or other type of molding product
  • Cotton balls
  • Toothpicks and/or popsicle sticks
  • Glue
  • Markers and/or crayons
  • Felt or fabric
  • Scissors

The map will demonstrate in a visual, 3-D manner, the landscape of your life. You may focus on your entire life or on a specific timeframe. Within this map, you must add at least 3 representations/depictions of major “landmarks” (or promises/commitments you have made to yourself or another that you have achieved).

Here are examples of 2D representations from online.

In this video, we, as a family are engaged in a lesson plan in which my girls are writing their own story by creating an autobiographical map. An autobiographical map is a way to map out one’s life by choosing a “landscape” of important events that have impacted and shaped one’s trajectory. This video is a part of a series in which our family, during safe-sheltering in COVID-19 times, is working together on projects and lessons that are meaningful to us. The girls, who by the end of each week, are exhausted and frustrated by e-Learning, have demonstrated an appreciation for family-centered lesson in which we are all participating in some manner. Here, in this video, I, Cristina, am sitting at the dining room table with my daughters and am assisting them with thinking about significant events in their lives.