Global Educationan understanding of self and one’s own culture, and being open to the cultures of others

Identity and cultural diversity

Identity and Cultural Diversity

A reading of the rubric

Babakiuaria

English not social studies

http://www.youtube.com/watch?v=S7QGPXEycNQ

Selfie identity

What is it?Personal identity - conception and expression of one’s individuality – a modern concept onlyGroup/ collective identity (sense of belonging)Cultural identity

Etymology

The Identity Problem

Latin 17th Century Current popular viewIdem identity identity

the same Quality of being identical

One’s true/ authentic self/ an individual.

Fragmented Self

http://www.flickr.com/photos/tantonr/6936129763/

Identity as cultural supermarket

http://menzelphoto.photoshelter.com/gallery-image/Namibia/G0000TEmedryojCg/I0000yHeW.qSAFKo/C0000V2mTAkuxmWo

  

Global film unit

Global cinema

Post colonialism

Cultural studies

Media studies

Globalisation

Orientalism (Said“When a human being confronts at close quarters

something relatively unknown and threatening and previously distant … one ha recourse to what in ones experience the novelty resembles but also to what one has read about it.”

Media studies(Mc Luhan) • “Global village”

Theoretical perspectives

In discussions of globalization at the political level, one question has predominated: that of the nation-state. Is it over and done with, or does it still have a vital role to play?

The standardization of world culture, with local popular or traditional forms driven out or dumbed down to make way for American television, American music, food, clothes and films, has been seen by many as the very heart of globalization.

‘natural’ resistance of an Indian or an Arab public, for example, to certain kinds of Hollywood fare.

http://newleftreview.org/II/4/fredric-jameson-globalization-and-political-strategy

Frederic Jameson and globalisation

Cultural hybridity has been a term to describe societies that emerge from cultural contacts of European "explorers" and those "explored". Instead of explaining these contacts as mere imposures of a major culture onto a minor culture, hybridity emphazises their mutual intermingling. According to Roland Barthes a "third language" evolves that is neither the one nor the other

http://www2.hu-berlin.de/amerika/asc/multiplecultures/mc_abstrax_raetzsch.htm

Cultural hybridity

Outcome 1interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectivesunderstand, interpret and discuss how language is compressed to produce a dramatic effect in filmOutcome 3explore texts that include both Standard English and elements of other langauges Outcome 5explore the ways individual interpretations of texts are influenced by students' own knowledge, Values and cultural assumptions 

Stage 4 Outcomes 1,3,5

consider the ways culture and personal experience position readers and viewers and influence responses to and composition of texts identify and explain Cultural expression in texts …investigate texts about cultural experiences from different sources, eg texts from Asia and texts by Asian Australians, and explore different viewpointsrespond to and compose texts in a range of different modes and media recognising and appreciating cultural factors, including cultural background and perspectives  recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts

Stage 4 Outcome 8

Why is global film so important?

Is global film about difference or similarity?

Is the impact of the visual so powerful that it transcends cultures?

Key Questions

PerspectivesRepresentationsIdentityCommunicationVisual literacyVoices cultural expressionIntercultural understanding

Possible concepts to lead unit design

Write a reflection on the importance of watching global filmORExtended essay: respond to this statement using the films studied in class

Global films are a window into other worlds. Do you agree?

ORGlobal films show us that we are living in a global

village. Do you agree? In your answer you need to refer to how the films

studied in class position you to your point of view

Assessment

2. How does the English title The Way Home change your expectations of the film?

Sample activities:

1. Exploring assumptions

What does the film cover imply the film is about?

Click icon to add picture

http://upload.wikimedia.org/wikipedia/en/5/5c/The_Way_Home_film.jpg

How does each trailer position the audience?

Trailers in English http://www.youtube.com/watch?v=QHZHdgXIl2E

http://www.youtube.com/watch?v=x36wqfOh7tETrailer in Korean http://www.youtube.com/watch?v=kitpGdUB_-c

The Way Home: trailers

Research Korean youth and technology addiction and consider what the purpose of this film may have been.

Look for oppositions in ideas and in film techniques eg dark- light; traditional – modern

Follow motifs such as the road

Consider the importance of silence and music in the film

Explore characterisation

Other activities

Stimulated by the Organisers

Year 8 Explore the ways that ideas

and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)

Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)

http://www.flickr.com/photos/tantonr/6936129763/

Texts that offer Rich Learning

Written by Ambelin Kwaymullina, published July 2012 with the sequel released in Nov, 2013.Highly engaging intercultural romantic, psychological thriller that is both dystopian and ecotopian whilst exploring Kwaymullina’s indigenous heritage. The setting: in a post- cataclysmic world where civilisation has been devastated by an environmental catastrophe called The Reckoning that happened 300 years prior.The new world that emerges is devoid of war, poverty and hunger. There are people with strange abilities – Firestarters, Rumblers and Sleepwalkers .The Government, is greatly concerned about these ‘gifted’ individuals and great energy is committed to keeping the Balance, against these people frighteningly labelled “Illegals”.

The Interrogation Of Ashala Wolf

Working with the Conceptual Framework

How does it fit? Perspective- Indigenous

cultural perspective delivered in a powerfully engaging way.

Examination of the writer’s craft to offer us a fresh Indigenous cultural perspective that invites us to reconsider the significance of Kwaymullina’s indigenous heritage.

http://www.flickr.com/photos/tantonr/6936129763/

As Dystopian and Ecotopian Fiction

Keith M. Booker, dystopian literature is used to "provide fresh perspectives on problematic social and political practices that might otherwise be taken for granted or considered natural and inevitable".Danny Bloom coined the term "cli fi" in 2006

Spiritual wisdomPowerful connection to the land- her ‘Tuart forest’Indigenous Australian idea of learning from and spiritual connection with Elders.The Dreaming figure of the Serpent.Importance of tribal ritual and practices. “ Dad didn’t fish anymore. He drank instead”.

Indigenous Perspectives and Allusions

Ambelin is a successful lawyer, lecturer and illustrator. Daughter of Sally Morgan- My Place. ‘The Tribe’ series is designed to entertain and provoke discussion about ‘the nature of human societies and the world”- the potential for human societies to destroy themselves.Positions us to give value to Indigenous attitudes and concerns.The materialistic and hi-tech world of Neville Rose offers nothing but further marginalisation and intimidation for the indigenous- the style is fraught with anxiety when comparing experience to reality.

Introduction to the Text.

Racism linked to death of the Species

“Before the Reckoning? There weren’t any Illegals back then. There were different peoples, though, different ”races”. Ember had told me about it, once – how things like my skin not being the same colour as hers, or the way Pen’s eyes were almond shaped, used to mean something. After the end of the old world, when there were so few humans left, everyone stopped worrying about things like that.”

http://www.alternet.org/files/story_images/racism.jpg

Ecotopian Concerns Position us to Re-evaluate the Indigenous Perspective

“I mean, everyone knew the dangers of advanced tech. It had isolated the people of the old world from nature, shielding them from the consequences of imbalance, and yet they’d believed, right up until the very end, that it would save them.”

http://www.ournakedaustralia.com.au/experience-valley-of-the-giants/valley-of-the-giants-2013-02-15-010/

“My kind took many forms, granddaughter. He sighed deeply and that sigh seemed to flow out of him through the Firstwood, stirring the leaves in the trees. When the great chaos began, I was sleeping deep in underground water. My resting place broke apart and I was cast out into the end of everything. I journeyed for a long time, gathering all the scraps of life that I could find. I brought them here. Then I sang, reminding life of its shapes, strength, and its many transformations. I am one of the old spirits of the Earth granddaughter…I live in all worlds, and in the spaces between them’.

Voice of the Serpent

The Connection to Land

Through incongruity- “I was back in the tree holding on

tight to the tuart and looking out to where the distant dog beast was squatting on his haunches.’

‘Towering tuarts’. Cleansing water imagery. ‘I’d always loved the way the lake

was so unfathomably deep and mysterious. ‘

‘…the blue water lit with dazzling light where the sun hit it, and coloured with purple shadows where it was shaded by the overhanging trees.’

Connection between Self and Story

‘Ember says everyone has a tale they tell themselves about who they are. And , if your tale is true, then you see yourself clearly, like looking into still water. But if it’s not , then it’s more like the waters all rippled, so you can’t see yourself at all.’

Integrity of the Narrative ---as a way to understand the self

‘Create Driving Questions’- allows for student choice and voiceConsider using Edmodo to create small groups for the students that document the collaborative online process. Students can do peer or self evaluation of their involvement in this process.Create group notes based on individual exploration of the text and collaborative discussion. Each student then takes the driving question and fleshes out a response.

Providing Invigorating Learning Opportunities.