scholarly journals Engaging with the cultural ‘other’: The ‘colonial signature’ and learning from intercultural engagements

2020 ◽  
Vol 12 (2) ◽  
pp. 106-120
Author(s):  
Simon Hoult
Keyword(s):  
Student Teachers ◽  
Empirical Data ◽  
Global South ◽  
Reflective Writing ◽  
Global Learning ◽  
Intercultural Learning ◽  
Study Visit

In this article, the idea of the ‘colonial signature’ is advanced as a potentially pivotal response to triggers that deepen or act as barriers to intercultural learning. From a postcolonial positioning, empirical data is then examined to consider the responses to intercultural-learning triggers of 14 UK-based student teachers on a study visit to India specifically through an analysis of their reflective writing and interviews. Participants’ responses to varied triggers became significant colonial signatures to their intercultural learning. The learning deepened where responses were reflexive and articulated with reference to the global powerbase that underpins study visits to the Global South. Where responses to triggers provoked more shallow comparisons with home, the colonial signatures resulted in closed-down discussion, thus acting as a barrier to further learning. This has implications not only for study visits, but also, more widely, for the approach to global learning.

scholarly journals What do young people learn when sponsoring a child in the Global South? Empirical findings from Germany

2018 ◽  
Vol 10 (1) ◽  
pp. 90-102 ◽  
Author(s):  
Marina Wagener
Keyword(s):  
Young People ◽  
Empirical Data ◽  
Methodological Approach ◽  
Learning Experiences ◽  
Global South ◽  
Knowledge Structures ◽  
Global Learning ◽  
Documentary Method ◽  
School Activities ◽  
Research Context

This paper describes and analyses the results of research into the learning experiences of young people in Germany who sponsor a child living in the Global South as part of their school activities. First, the research context and methodological approach is presented. A qualitative-reconstructive design was applied using the documentary method of analysis to identify implicit knowledge structures. Second, the central findings, particularly three reconstructed types of learning experiences – concretization, generalization, dissociation – are presented and illustrated by extracts from the empirical data. Third, the discussion of the results reveals the limits of global learning from child sponsoring.

scholarly journals Welcome to my church: faith-practitioners and the representation of religious traditions in secular RE

2020 ◽  
Vol 68 (3) ◽  
pp. 289-303
Author(s):  
Emma Salter
Keyword(s):  
Empirical Data ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Qualitative Interviews ◽  
Religious Traditions ◽  
Study Visit

Abstract The paper notices that faith-practitioners’ involvement, as visiting speakers or study-visit hosts, is a recommended teaching strategy in secular RE. It examines problems of authentic representation of religious traditions in secular RE and evaluates the extent to which faith-practitioners’ involvement as a learning strategy can address authentic representation of religions as a learning principle. Empirical data for the paper is drawn from four qualitative interviews with faith-practitioners from different Christian denominations about their preferred representations of Christianity during secular RE study-visits to their churches. The paper finds that faith-practitioners’ preferred representations can be categorised as insider-institutional (denominational) and insider-personal. Together, these types of representation can complement authenticity in the representation of religions in RE because they offer particular, rather than generalised, accounts of religious traditions.

scholarly journals Development Education and Global Learning: Lessons from Educationists in the Global South- Members of GPENreformation

2020 ◽  
Vol 2020 (04) ◽  
pp. 30-35
Author(s):  
Christine Nyiramana ◽  
Emmanuel Niyibizi
Keyword(s):  
Open Space ◽  
Global South ◽  
Protestant Reformation ◽  
School Resources ◽  
Global Learning ◽  
Structured Interviews ◽  
Development Education ◽  
International Perspectives ◽  
Learning Projects

The celebration of the 500th Protestant Reformation Jubilee in 2017 has boosted the creation of an international network of Protestant institutions named GPENreformation, which currently brings together more than 46,000 schools and universities from all over the world of which more than half the members are from the African continent. These institutions join in different educational activities which allow the sharing of experiences through, for instance, short or long-term global learning projects. The article explores lessons learnt by protestant educationists in the Global South members of GPENreformation through a qualitative approach using semi-structured interviews and thematic content analysis. The findings indicate that participants find the network as an open space and dialogue among schools in the Global South and North. Moreover, the network has contributed to the change of perspectives from a closer nationalism to more open international perspectives. The GPENreformation has likewise engineered the regional networks contributing to actions and reflections of peace and values in the Global South. However, inequality of school resources and asymmetric understanding of partnerships should be reflected in the GPENreformation.

Carrying our Roots/llevar a nuestras raíces

2017 ◽  
Vol 7 (2) ◽  
pp. 179-195 ◽  
Author(s):  
Elizabeth P Quintero
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Lived Experiences ◽  
Global South ◽  
Early Childhood Teacher ◽  
Children And Families ◽  
Early Childhood Teacher Education ◽  
Language Groups ◽  
Global North

This qualitative study presents examples of information about and analysis of stories of children and the early childhood teacher education students working with them. The data from the stories problematize the neocolonial roots of our conceptions of children and families, particularly institutional systems, pedagogies, assessments, and daily life realities. This current study considers evolving theoretical stances to early childhood work with children and families based upon a third space that combines aspects of the Global South and the Global North. Participants are student teachers in an early childhood teacher education program and the children they work with in Southern California. Many are bi-national and their histories and current lived experiences are reflective in many ways of communities around the world where intergenerational participants of two or more cultures and language groups with different economic and political histories find themselves learning together. Many participants, both children and adult student teachers, are living and studying in the Global North and yet, they bring with them generations of family history, knowledge, linguistic perspectives, and lived experiences from the Global South. Findings suggest that through stories there is ongoing problematizing of the neocolonial roots of our conceptions of children and families and the resulting learning experiences accessible to them. The work led us to matters of concern, Latour who urges “an understanding of common worlds as worlds in the process of ‘progressive composition’.” In other words, this research illustrates a focus on relations as generative encounters with others and shared events that have mutually transformative effects.

scholarly journals Heterogeneous Partnerships in A Fragile Environment: A Study of Motives for Collaboration in Myanmar

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Isabella M. Nolte
Keyword(s):  
International Organizations ◽  
Empirical Data ◽  
Development Assistance ◽  
International Aid ◽  
Global South ◽  
Short Term ◽  
Organizational Goals ◽  
Local Organizations ◽  
Long Run ◽  
Fragile Environment

AbstractRelationships between international aid organizations and their local partners in the Global South are often problematic, with criticisms relating to paternalistic structures and inequality. In this study, empirical data from organizations working in heterogeneous partnerships in Myanmar is used to analyse motives for collaboration between international and local organizations. This study’s findings stress that both local and international organizations often focus on short-term program needs, while motives that relate to organizational goals, such as networking, improved reputation, or advocacy, are less prevailing. For development assistance to be successful in the long run, power imbalances between international and local organizations need to be addressed and a stronger sense of equality between partnering organizations must be promoted.

Differences that matter: Boundary experiences in student teachers’ intercultural learning

2018 ◽  
Vol 64 ◽  
pp. 54-66 ◽  
Author(s):  
Peter Mesker ◽  
Hartger Wassink ◽  
Sanne Akkerman ◽  
Cok Bakker
Keyword(s):  
Student Teachers ◽  
Intercultural Learning

scholarly journals Melampaui Subkultur/Post-Subkultur: Musisi sebagai Jalan Hidup Kaum Muda

2020 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Oki Rahadianto Sutopo ◽  
Gregorius Ragil Wibawanto ◽  
Agustinus Aryo Lukisworo
Keyword(s):  
Social Network ◽  
Young People ◽  
Empirical Data ◽  
Global South ◽  
Global Risk ◽  
Way Of Life ◽  
Music Scene ◽  
Diverse Form ◽  
Job Opportunity ◽  
Social Units

This study explores the struggle and its subjectivity among young people in Yogyakarta who choose being-musician as a way of life. Faced with limited job opportunity, they manage and keep alive their aspirations as mucisian in the local music scene. Their decisions to become musician embody a certain element of resistance against dominant view of work that encompasses the idea of a clear career projection. Even so, they do not always rely on the entrepreneurialism practice and do not neccesarily express class sentiment. Their diverse form of articulation is often constituted by construction of their subjectivity and lives trajectory. In this article, we use Hodkinson’s thought on ‘whole lives trajectories, Connel’s take on life in Global South and Beck’s theory on the redistribution of global risk to explore the subjectivity and plural voices of young musician in Yogyakarta. Based on the empirical data, we argue that throughout their lives trajectories, young musician intertwine with three social units that are unique to Global South context namely family, community, and wider social network either with subculture or post-subculture roots. In their lives trajectories—aside of those three social units—young musician are also faced with the redistribution of local and global risk. 

scholarly journals Empowerment through intercultural learning. The contribution of indigenous people in Latin America

2015 ◽  
Vol 21 (3) ◽  
pp. 51-64
Author(s):  
Beate Schmidt-Behlau
Keyword(s):  
Latin America ◽  
Bilingual Education ◽  
Indigenous People ◽  
Indigenous Languages ◽  
Development Work ◽  
Global Learning ◽  
Learning And Development ◽  
Intercultural Learning ◽  
Development Education ◽  
Intercultural Bilingual Education

This article focuses on the triangle of intercultural learning – global learning and development education in which DDV International’s work is situated. It outlines the development of intercultural bilingual education as well as the situation of the indigenous people in Latin America. Some of the indigenous languages are at risk of extinction and with them also the indigenous knowledge attached to it. Once they are lost, intercultural learning through these languages and cultures will not be possible anymore. Drawing on research and some results of the intercultural bilingual education the article highlights the role and importance of intercultural learning, and the potential for empowerment and transformation based on the dialogue between the indigenous and western cultures that occurs in development work.

scholarly journals Developing Student Teachers’ Reflexivity Toward Their Course Planning: Implementation of a Training Program Focused on Writing and Reflective Skills

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110168
Author(s):  
Stéphane Colognesi ◽  
Agnès Deprit ◽  
Thibault Coppe ◽  
Catherine Van Nieuwenhoven ◽  
Virginie März ◽  
...  
Keyword(s):  
Training Program ◽  
Student Teachers ◽  
Single Case ◽  
Reflective Writing ◽  
Primary School Teachers ◽  
Course Planning ◽  
Combination Of Theories ◽  
French Speaking ◽  
Reflective Skills

Recent literature has shown the low levels of reflexivity student teachers exhibit when doing reflective writing and the lack of a training program in their initial training to help them. A training program that was developed to support future teachers’ reflective writing was implemented and the program’s results were evaluated. The program was based on a combination of theories from the fields of teacher training and writing instruction. The training program was offered to a class of 16 future primary school teachers in French-speaking Belgium (three males and 13 females, averaging 20 years old) who were in their final year of training. They rewrote a reflective text several times and the 64 texts produced were analyzed quantitatively. The results showed that the training program enabled participants to make major progress from one draft to another and thus improve their reflective writing skills. In addition, a qualitative single case study showed how one student’s writing evolved during the training program. Among the practical implications that emerged from this study were the recommendations to include time in the training curricula dedicated to the teaching of reflective writing and to train trainers to support the writing of reflective texts.

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