Exploring Humanitarian Law

2014 ◽  
pp. 198-222
Author(s):  
Mary Jane Harkins ◽  
Catherine Baillie Abidi ◽  
Taunya Pynn Crowe ◽  
Renata Verri
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Global Citizenship ◽  
Interprofessional Collaboration ◽  
Humanitarian Law ◽  
Youth Engagement ◽  
Reflective Inquiry ◽  
Interprofessional Team ◽  
Teaching Tools ◽  
Interprofessional Teamwork

Valuing diverse perspectives is a key feature of critical pedagogy and global citizenship. Exploring tools, methods, and partnerships that foster dialogue, critical thinking, and respect for diversity in relation to teaching and learning is the topic of this research. The purpose of this theoretical piece was to explore the curriculum resource, Exploring Humanitarian Law (EHL) to determine if this approach (a) promotes youth engagement in critically analyzing humanitarian issues and (b) fosters global citizenship. The benefits and challenges of an interprofessional collaboration to implementing EHL were also considered. This exploration was based on Paulo Freire’s reflective inquiry and critical responses to learners’ needs. The data was generated through a focus group session with members of an interprofessional team involved in EHL. Four key themes emerged from the discussion: (a) student engagement, (b) fostering global citizenship, (c) teaching tools, and (d) interprofessional teamwork and sustainability.

Exploring Humanitarian Law

2015 ◽  
pp. 692-716
Author(s):  
Mary Jane Harkins ◽  
Catherine Baillie Abidi ◽  
Taunya Pynn Crowe ◽  
Renata Verri
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Global Citizenship ◽  
Interprofessional Collaboration ◽  
Humanitarian Law ◽  
Youth Engagement ◽  
Reflective Inquiry ◽  
Interprofessional Team ◽  
Teaching Tools ◽  
Interprofessional Teamwork

Valuing diverse perspectives is a key feature of critical pedagogy and global citizenship. Exploring tools, methods, and partnerships that foster dialogue, critical thinking, and respect for diversity in relation to teaching and learning is the topic of this research. The purpose of this theoretical piece was to explore the curriculum resource, Exploring Humanitarian Law (EHL) to determine if this approach (a) promotes youth engagement in critically analyzing humanitarian issues and (b) fosters global citizenship. The benefits and challenges of an interprofessional collaboration to implementing EHL were also considered. This exploration was based on Paulo Freire's reflective inquiry and critical responses to learners' needs. The data was generated through a focus group session with members of an interprofessional team involved in EHL. Four key themes emerged from the discussion: (a) student engagement, (b) fostering global citizenship, (c) teaching tools, and (d) interprofessional teamwork and sustainability.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

Mobile Phones for Teaching and Learning

2017 ◽  
Vol 45 (3) ◽  
pp. 436-451 ◽  
Author(s):  
Farooq AlTameemy
Keyword(s):  
Faculty Member ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
The Internet ◽  
Teaching Tools ◽  
Significant Difference ◽  
Smart Technologies

Mobile phones have become so ubiquitous that they turned into an important part of our life. According to Parsons, mobile subscriptions exceed 6 billion subscriptions globally. Similarly, Ipsos and Verizon (as cited in Tan & El-Bendary) found out that adopting mobile phones with smart technologies has increased fast which also coincided with a more utilization of their Internet capabilities. With the abundance of knowledge the Internet provides, mobile phones become an invaluable pathway for that knowledge. The fact that these gadgets are well-liked by students make them one of the best tools to be adopted by educational institutions. This study will investigate the actual academic use of mobile phones among students and teachers, their attitudes toward using them as learning or teaching tools, and if there is a significant difference in attitudes of the participants toward using mobile as learning or teaching tools based on the job criteria (Student vs. Faculty Member).

Nonclinical Core Competencies and Effects of Interprofessional Teamwork in Disaster and Emergency Response Training and Practice: A Pilot Study

2013 ◽  
Vol 7 (4) ◽  
pp. 395-402 ◽  
Author(s):  
Jennifer Peller ◽  
Brian Schwartz ◽  
Simon Kitto
Keyword(s):  
Cognitive Skills ◽  
Disaster Response ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
Evidence Base ◽  
Response Data ◽  
Competency Training ◽  
Interprofessional Teamwork ◽  
The Relationship ◽  
Depth Interviews

AbstractObjectiveTo define and delineate the nontechnical core competencies required for disaster response, Disaster Medical Assistance Team (DMAT) members were interviewed regarding their perspectives and experiences in disaster management. Also explored was the relationship between nontechnical competencies and interprofessional collaboration.MethodsIn-depth interviews were conducted with 10 Canadian DMAT members to explore how they viewed nontechnical core competencies and how their experiences influenced their perceptions toward interprofessonalism in disaster response. Data were examined using thematic analysis.ResultsNontechnical core competencies were categorized under austere skills, interpersonal skills, and cognitive skills. Research participants defined interprofessionalism and discussed the importance of specific nontechnical core competencies to interprofessional collaboration.ConclusionsThe findings of this study established a connection between nontechnical core competencies and interprofessional collaboration in DMAT activities. It also provided preliminary insights into the importance of context in developing an evidence base for competency training in disaster response and management. (Disaster Med Public Health Preparedness. 2013;0:1–8)

A Systems Study on Interprofessional Collaboration in Healthcare

2021 ◽  
Vol 12 (3) ◽  
pp. 93-108
Author(s):  
Hironobu Matsushita ◽  
Carole Orchard ◽  
Katsumi Fujitani ◽  
Kaori Ichikawa
Keyword(s):  
Interprofessional Collaboration ◽  
Japanese Version ◽  
Face Validity ◽  
Validity And Reliability ◽  
Alpha Coefficient ◽  
Cross Sectional ◽  
Team Collaboration ◽  
Interprofessional Team ◽  
Excellent Internal Consistency ◽  
Acute Healthcare

This study aims to translate and adapt the Assessment of Interprofessional Team Collaboration Scale II (AITCS-II) cross-culturally for effective and systemic use in Japan, to describe floor and ceiling values, and to examine in terms of such criteria as reliability and face and content validity. The AITCS-II was translated from English into Japanese to develop the Japanese version of the Assessment of Interprofessional Team Collaboration Scale II (hereinafter referred to AITCS-II-J). Then, cross-sectional and cross-professional data analyses were carried out to seek evidence of construct validity. Analysis demonstrated good content and face validity. With a Cronbach's alpha coefficient greater than 0.9 (r varied from 0.912 to 0.940), the AITCS-II-J exhibited excellent internal consistency. The AITCS-II-J showed evidence of acceptable validity and reliability; therefore, this measurement system will be useful for informing the enhancement of interprofessional team collaboration within the Japanese acute healthcare context.

Transforming Teaching and Learning in ELT Through Critical Pedagogy

2014 ◽  
Vol 12 (4) ◽  
pp. 343-355 ◽  
Author(s):  
Joanna Joseph Jeyaraj ◽  
Tony Harland
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning

scholarly journals Digital teaching tools and global learning communities

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 59
Author(s):  
Mary Williams ◽  
Patti Lockhart ◽  
Cathie Martin
Keyword(s):  
Learning Community ◽  
Resource Sharing ◽  
Teaching And Learning ◽  
Geographical Location ◽  
Global Learning ◽  
User Survey ◽  
Teaching Tools ◽  
Plant Sciences ◽  
University Level ◽  
American Society

In 2009, we started a project to support the teaching and learning of university-level plant sciences, called Teaching Tools in Plant Biology. Articles in this series are published by the plant science journal,The Plant Cell(published by the American Society of Plant Biologists). Five years on, we investigated how the published materials are being used through an analysis of the Google Analytics pageviews distribution and through a user survey. Our results suggest that this project has had a broad, global impact in supporting higher education, and also that the materials are used differently by individuals in terms of their role (instructor, independent learner, student) and geographical location. We also report on our ongoing efforts to develop a global learning community that encourages discussion and resource sharing.

METHODOLOGIES, TECHNOLOGIES AND TEACHING TOOLS FOR THE TEACHING AND LEARNING OF ENVIRONMENTAL ENGINEERING

2018 ◽  
Author(s):  
Marina Corral Bobadilla ◽  
Rubén Lostado Lorza ◽  
Fatima Somovilla Gómez ◽  
Eliseo Pablo Vergara González ◽  
Saul Iñiguez Macedo
Keyword(s):  
Teaching And Learning ◽  
Environmental Engineering ◽  
Teaching Tools

Can Higher Education Really Produce Global Citizens?

2017 ◽  
pp. 304-324
Author(s):  
David Starr-Glass
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Teaching And Learning ◽  
International Student ◽  
Global Citizenship ◽  
Student Mobility ◽  
Educational Systems ◽  
Global Citizens ◽  
Comprehensive Internationalization ◽  
International Student Programs

Globalization profoundly impacts our economics, societies, and educational systems yet doubt exists in higher education as to an appropriate response. Some colleges have embarked on a process of comprehensive internationalization; others are considering how to graduates global citizens, even although global citizenship remains a deeply contested issue. Considering teaching and learning perspectives, particularly perspectives informed by acquisition and participation metaphors, the chapter critiques higher education efforts to develop global citizenship. It examines inbound international student programs, outbound study abroad initiatives, and changes in learner identification and self-categorization. It argues that while student mobility initiatives have great potential, that potential goes unrealized unless learners have been comprehensibly prepared to engage actively with their new environments and experiences, and to consciously reconsider their identities and self-categorizations.

Teaching and Learning for Global Citizenship in the EFL Classroom

2021 ◽  
pp. 86-106
Author(s):  
Mónica Lourenço ◽  
Ana Raquel Simões
Keyword(s):  
Teaching And Learning ◽  
Global Citizenship ◽  
Teacher Education Programs ◽  
Theory Approach ◽  
Upper Secondary School ◽  
Education Programs ◽  
Upper Secondary ◽  
Personal Reflections ◽  
Grounded Theory Approach

This chapter reports on a case study that aimed to understand how global citizenship education (GCE) can be integrated in the English as a Foreign Language (EFL) curriculum. In order to do that, the authors analyze the practicum reports of two pre-service teachers, which included the GCE projects they developed in a primary or in an upper secondary school, and the personal reflections they wrote at the end of the academic term. The first analytical procedure consisted in the identification of the topics, goals, methodologies, activities, and resources outlined by the pre-service teachers for their projects. Then, the authors analyzed the personal reflections to pinpoint learning outcomes, limitations, and recommendations. Finally, using a grounded theory approach, which drew on the data and on literature review, the authors propose a theoretical model for GCE pedagogies that provides possibilities for concrete EFL practices and teacher education programs.

Sign in / Sign up

Export Citation Format

Share Document