Integrating the international dimension final
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Transcript of Integrating the international dimension final
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Integrating the international dimension: implications for teaching and learning
Innovative Doctoral Education for Global Food Security: Workshop for teachers organizing thematic doctoral coursesOctober 18, 2013
Alexandra D’[email protected]
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Learning outcomes
• Continue to reflect upon the pedagogical considerations involved in teaching in an internationalized (glocal) classroom
• Discuss role as educators and cultural beings in different contexts
• Integrate glocal perspectives into doctoral course content
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Acknowledging & removing our blinders
• What do we take for granted when we step into an educational setting?
• How might having previous international experience help us or hinder us?
• What are we unable to see when we wish to evaluate the needs of doctoral students in an international context?
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Reflecting about glocal dimensions: discussion questions• Is scientific education and research in your field the same no
matter where one lives?
• What are teacher and student roles like in different places?
• What does it mean to internationalize doctoral courses?
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Intercultural awareness
Cultural rules and biases Empathy Intercultural experience (see Jackson, 2009) Suspending judgment
What about Language?
Source: http://www.aacu.org/value/rubrics/pdf/InterculturalKnowledge.pdf
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Questioning assumptions: glocal learning and our own roleEmic/etic perspectives: teaching as partnership
Considering cultural patterns: generalizations versus stereotypes (Bennett, 2009)
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YOU!
family, ethnic,religious background
home region, peers, country
academia: local, national, international
gender, social class
Who are we? Tuning in to our different selves
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“Rather than taking culture and identity as given, social constructionism insists that it is
linguistic and social practices that bring culture and identity into being.”
(Piller, 2012, p. .25)
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language and cultureculture in language
language AS culture
E-communication challenges
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Integrating international dimensions into teaching and learning• SLU and ”global learning”
• New literacies related to global/glocal learning: “scientific, technological, ethical, environmental, global” cultural??
• Intercultural success more than just time abroad or language competence
• Cross-cultural coursework
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Integrating international dimensions
• Without adequate preparation, study-abroad students’ potential to have “entrenched negative stereotypes” (Jackson, 2009, p. S59)
• “attitude and empathy towards the whole idea of cultural difference” more important than gathering cultural knowledge (Louie, 2005, p. 17)
• Curiosity: investigating what else works
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Possible teacher tasks for doctoral courses
• Reflective journals
• Check-ins with / soliciting feedback from fellow course coordinators
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Reflective journaling*“What happened?”
● How do I feel about this?
● What do I think about this?
● What have I learned from this?
● What action will I take as a result of my lessons learned?
Directly cited from Shepherd, M. (2006), p. 336.
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Check-ins with fellow course leaders
• Comparing reflective journal entries
• Culturally situating pedagogical choices when designing tasks
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Thank you!
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References
Bennett, M. J. (2009) Defining, measuring, and facilitating intercultural learning: A conceptual introduction to the Intercultural Education double supplement. Intercultural Education, 20:sup1, S1-S13, DOI: 10.1080/14675980903370763
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, England:Multilingual Matters.
Jackson, J. (2009) Intercultural learning on short-term sojourns. Intercultural Education, 20, Suppl. Nos. S1–2, 2009, S59–7, DOI: 10.1080/14675980903370870.
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References, cont. Louie, K. (2005) Gathering cultural knowledge: Useful or use with care? In Carroll, J. & Ryan, J. (Eds.) Teaching international students. Improving learning for all, pp 17-25. London: Routledge.
Piller, I. (2012) Intercultural communication: An overview. In Paulston, C.B., Kiesling, S.F., & Rangel, E.S. (Eds). Blackwell Handbooks in Linguistics Handbook of Intercultural Discourse and Communication. Hoboken, USA: Wiley-Blackwell, pp. 3-18.
Shepherd, M. (2006). Using a learning journal to improve professional practice: A journey of personal and professional self‐discovery. Reflective Practice, 7(3), 333-348. doi: 10.1080/14623940600837517