Developing intercultural competence and global citizenship through international experiences: academics’ perceptions

International education is a key priority for Australian universities, government and employer groups. For students, an international professional experience is uniquely placed in providing opportunities for developing intercultural learning, intercultural competence and global citizenship. Employers see graduates with international experiences as interculturally competent, viewing them as proficient in analysing and responding appropriately to culturally significant values and perceptions. This research seeks to understand how students are prepared for international experiences and how intercultural learning is integrated into course programmes. Academic staff responsible for international experiences were interviewed in one-on-one qualitative interviews about their practices and perceptions of preparing students for these experiences. Although all international programmes were procedurally well planned, we found that most participants did not include intercultural pedagogies into their programmes, nor did they purposefully seek to develop intercultural competence and global citizenship in their students. Professional development opportunities need to be created for academics to rethink their pedagogical intent regarding international experiences. Immersion in culture is not, on its own, an assurance of intercultural learning. Providing international experiences without a pedagogical framework that helps students to reflect on self and others can be a wasted opportunity and runs the risk of reinforcing stereotypical thinking and racist attitudes.     

The Use of Current Events Magazines

History is often viewed unfavorably by students. In this article the author asserts that students’ disfavor of history may originate from the narrow pedagogical flavor of the history class. The purpose of this article is to describe the three traditions of history education, with their accompanying strengths and weaknesses. Three sample lessons on immigration in United States History are provided to illustrate how these three traditions of history education may actually harmoniously coexist within a history curricula as a means to meet the learning needs of students.     

Invisible landscapes: students’ constructions of the social and the natural in an engineering course in South Africa

This paper examines the discourses that students draw on and propagate in a course on rural development in a first‐year engineering foundation programme. It looks at the way ‘rural’ is often constructed as ‘lack’ and therefore ‘other’, the dangers of constructing development as linear, the ways nostalgia and utopianism feed into discourses of development and how ‘propriety’ serves to maintain boundaries between nature and people, society and individuals. Different modes and media, coupled with the degree of regulation in the classroom, may enable alternate discourses to emerge or to be suppressed. This paper argues that the curriculum needs to engage with students’ views in order to understand, interrogate and critique the kinds of realities they feed into.     

The organisational identity of science centres

This paper presents an empirically grounded mapping of the organisational identity that science centres in the UK are trying to carve out for themselves against the backdrop of developing organisational strategies and multiple external pressures, expectations and perceptions. I attempt this through a relational analysis that views the science centres’ organisational identity formation as constituted by and through a dialectic of autonomy and heteronomy that subtends the differential relationships science centres seek to cultivate vis‐à‐vis what I describe as the ‘parent’ fields – namely, science, formal education, the leisure industry and the museum. Science centres seek to stage a unique encounter of these four parent fields – an encounter that appropriates many significant dimensions of these fields without duplicating them. Through my analysis I hope to capture some of the key tensions and dilemmas that science centres and their organizational actors have to grapple with, the balancing acts they have to perform, and the complex organisational identity that is being forged in the process.     

乡土资源在《中国近现代史纲要》专题式教学中的运用探析

乡土资源融入专题式教学,是提高《中国近现代史纲要》教学实效性的重要举措,能够增强教学的针对性和有效性。乡土资源运用于专题式教学的方式可简单分为嵌入式与主体式,相应的讲授方法有粗讲和精讲两种,运用时还要坚持适度性和统一性原则。     

Learners' educational orientation as a design tool for human resource development professionals in law enforcement: a Caribbean context

The training academy of any law enforcement agency serves as the educational platform for personal, professional and academic development of law enforcement officers. It is essential that the training provided is reflective of best practices to enhance learning, curriculum design, educational policies and instructional techniques compatible with the educational orientation of their learners. To this end, it is proposed within this study that the learners' educational orientation be incorporated in the design phase of the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model. In an effort to determine the educational orientation of the participants, the study utilized the Student Orientation Questionnaire (SOQ) to analyse the educational orientation of law enforcement officers and its implication for training.     

论研讨式教学法在人类学教学中的应用

文章通过对研讨式教学法的内涵与特征所进行的梳理,以及对人类学的知识特点及教学要求的分析,探讨了研讨式教学法在人类学教学中的重要意义.认为,作为教学方法的一种创新,研讨式教学法的教学理念和教学形式与现代人类学的知识特点高度契合,对于人类学知识的再生产有着重要的促进作用.     

参与式教学法是女性学课程教学的必然选择

在女性学课程教学中,参与式教学法的运用能引入更多的讨论和交流,使学习者和教育者从更多层面关注女性学的诸多内容并贡献自己的经验,同时由于在教学中注入了平等和民主的理念,它也改变了传统的师生关系和教育中的等级关系。因此,参与式教学法较好地实现了女性学课程教学的价值理念和追求,两者能取得相互促进、相得益彰的效果。     

现象学教育学视阈下教师课程意识探析

课程意识作为当前课程改革的重要话题,日益受到人们的关注。教师要树立课程意识,深刻理解课程意识。现象学教育学的产生为探析教师课程意识提供了一个新的视角:生活世界是教师课程意识生成的源泉,反思意识应该成为教师课程意识的重要形态,交互主体性能够促使教师课程意识的回归,教学机智是教师课程意识向课程行为转化的重要保证。