Cultivating Global Citizens

2020 ◽  
pp. 492-506
Author(s):  
Jenna Andrews-Swann
Keyword(s):  
Higher Education ◽  
Social Science ◽  
Cultural Differences ◽  
Cultural Difference ◽  
Standpoint Theory ◽  
Cultural Relativism ◽  
Knowledge And Skills ◽  
Global Citizens ◽  
Science Courses

This chapter presents the author's experiences working with international content in the higher education classroom to explore successful examples of intercultural material that can benefit students pursuing a degree in any field. The author explores how social science courses in general, and anthropology courses in particular, that work from a foundation of cultural relativism and standpoint theory can equip students with important knowledge and skills that promote tolerance and respect of cultural difference. Finally, the author demonstrates that students finish courses like these with a better understanding of and appreciation for the cultural differences that exist all around them.

Cultivating Global Citizens

2018 ◽  
pp. 119-133
Author(s):  
Jenna Andrews-Swann
Keyword(s):  
Higher Education ◽  
Social Science ◽  
Cultural Differences ◽  
Cultural Difference ◽  
Standpoint Theory ◽  
Cultural Relativism ◽  
Knowledge And Skills ◽  
Global Citizens ◽  
Science Courses

This chapter presents the author's experiences working with international content in the higher education classroom to explore successful examples of intercultural material that can benefit students pursuing a degree in any field. The author explores how social science courses in general, and anthropology courses in particular, that work from a foundation of cultural relativism and standpoint theory can equip students with important knowledge and skills that promote tolerance and respect of cultural difference. Finally, the author demonstrates that students finish courses like these with a better understanding of and appreciation for the cultural differences that exist all around them.

scholarly journals Editorial

2016 ◽  
Vol 9 (3) ◽  
pp. 1-3 ◽  
Author(s):  
Penny Welch ◽  
Susan Wright
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Social Science ◽  
Learning And Teaching ◽  
Science Courses ◽  
The Social

In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences, contributors from Canada, Denmark, Japan and the U.S.A. explore a variety of ways in which students’ learning on social science courses can be enhanced.

Comparative analysis of western and domestic practice of interactive method application in teaching social and political disciplines at the universities

2014 ◽  
Vol 4 (1) ◽  
pp. 51-56
Author(s):  
Halyna Hladka
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Social Science ◽  
Positive Influence ◽  
Interactive Methods ◽  
Pedagogical Practice ◽  
Interactive Technologies ◽  
Science Courses ◽  
Main Tendency ◽  
Domestic Practice

ABSTRACT The comparative analysis of western and domestic practice of introducing active and interactive methods of studies in the process of teaching social science disciplines has been carried out. Features, realities, prospects and limitations in application of interactive methods of teaching in the process of implementing social-political science courses at Institutes of higher education have been analyzed in western and domestic pedagogical practice. Comparison of western and domestic pedagogical practice in a greater degree demonstrates the presence of numerous failings in the domestic system of education. These failings demonstrate obvious impossibility to inculcate interactive methods on the basis of western standards. However through these negative aspects it is possible to notice structural lines peculiar to domestic Institutes of higher education. At all negative loading these limitations in domestic educational realities at the nearest consideration have positive influence. Measures on optimization of introducing interactive technologies at domestic Institutes of higher education have been offered. Today interactive methods are «difficult» both for realization by a domestic teacher and for the perception by a modern student. The main point of the research is the refusal from traditional subject-object forms of lessons and transition to common work of a teacher and a student as the main tendency of developing methods of teaching social and political disciplines at the universities

scholarly journals Skill Development In Social Science Subjects: A Proposed Methodology

2011 ◽  
Vol 7 (5) ◽  
pp. 33-40
Author(s):  
Juan-Antonio Mondejar-Jimenez ◽  
Maria Cordente-Rodriguez ◽  
Carlota Lorenzo-Romero ◽  
Jose Mondejar-Jimenez ◽  
Manuel Vargas-Vargas
Keyword(s):  
Higher Education ◽  
Social Science ◽  
Social Environment ◽  
Skill Development ◽  
Job Market ◽  
Generic Skills ◽  
Science Courses ◽  
European Higher Education ◽  
The University ◽  
Self Learning

The university has to train students in skills which according to the demanding requirements of the job market and social environment are the basis of their competitiveness: specific skills or generic skills cutting across the different degrees. The convergence framework defined by the European Higher Education Area requires the incorporation of educational and psychology progress in skill development, because the teacher becomes a teaching facilitator instead of a transmitter of knowledge, where the students learn to learn and the lecturer teach how to learn; for this the teacher guides students' self-learning, using appropriate resources, working methods and monitoring. This paper examines the skills required of students on social science courses and shows the experience of how to develop, promote and evaluate these skills.

Introduction: The Anthropocene as Context and Concept for the Study of Higher Education

2019 ◽  
Vol 1 (1) ◽  
pp. 1-15
Author(s):  
RYAN EVELY GILDERSLEEVE ◽  
KATIE KLEINHESSELINK
Keyword(s):  
Higher Education ◽  
Social Science ◽  
Social Institutions ◽  
Special Issue ◽  
Analytic Tool ◽  
The Social ◽  
Geologic Condition

The Anthropocene has emerged in philosophy and social science as a geologic condition with radical consequence for humankind, and thus, for the social institutions that support it, such as higher education. This essay introduces the special issue by outlining some of the possibilities made available for social/philosophical research about higher education when the Anthropocene is taken seriously as an analytic tool. We provide a patchwork of discussions that attempt to sketch out different ways to consider the Anthropocene as both context and concept for the study of higher education. We conclude the essay with brief introductory remarks about the articles collected for this special issue dedicated to “The Anthropocene and Higher Education.”

Indigenous Undergraduates’ Use of Supplementary Tutors: Developing Academic Capabilities for Success in Higher Education Studies

2018 ◽  
Vol 48 (2) ◽  
pp. 119-128
Author(s):  
Martin Nakata ◽  
Vicky Nakata ◽  
Andrew Day ◽  
Gregory Martin ◽  
Michael Peachey
Keyword(s):  
Higher Education ◽  
Indigenous Students ◽  
Knowledge And Skills ◽  
Academic Knowledge ◽  
Success In Higher Education ◽  
Hidden Knowledge

This article presents an analysis of statements from Indigenous students in an Australian university that describe how they use supplementary tutors. The analysis provides some evidence that students use tutors for much more than the prescribed remedial purpose to assist with gaps in assumed academic knowledge and skills to prevent subject failures. Students also use tutors to access hidden knowledge and develop capabilities that assist their progress from dependence on assistance to independence in learning. Our analysis has implications for the conceptualisation and management of supplementary tutoring for Indigenous students.

scholarly journals Broadening the Scope of Diversity Management : Strategic Implications in the Case of the Netherlands

2005 ◽  
Vol 55 (4) ◽  
pp. 698-724 ◽  
Author(s):  
Folke Glastra ◽  
Martha Meerman ◽  
Petra Schedler ◽  
Sjiera de Vries
Keyword(s):  
The Netherlands ◽  
Cultural Differences ◽  
Ethnic Minorities ◽  
Social Relations ◽  
Cultural Difference ◽  
Diversity Management ◽  
The Body ◽  
Organizational Dynamics ◽  
Contextual Approach ◽  
Challenging Tasks

An analysis of theories and practices of diversity management, as illustrated in the case of the Netherlands, shows that they are too narrowly focused on redressing imbalances experienced by ethnic minorities and bridging cultural differences between majorities and ethnic minorities in the workplace. Agencies in the field of diversity management have fallen back on a limited and standardized stock of methods that ignore the specificity of organizational dynamics and largely operate in isolation from existing equity policies. The influence of diversity management has thus remained quite superficial. A contextual approach would broaden both the body of thought and the repertory of methods of diversity management, and strengthen its political and social relations. Such an approach would respond to its most challenging tasks: fostering social justice, enhancing productivity, and breaking the circle that equates cultural difference with social inequality

Outside the Head and Outside Individualism-Collectivism

2011 ◽  
Vol 43 (2) ◽  
pp. 299-327 ◽  
Author(s):  
Marika Lamoreaux ◽  
Beth Morling
Keyword(s):  
Cultural Differences ◽  
Cultural Difference ◽  
Power Distance ◽  
Uncertainty Avoidance ◽  
Cultural Products ◽  
Cultural Traits ◽  
Meta Analyses

Cultural differences and similarities can be documented not only at the level of the psyche (people’s motivations, beliefs, emotions, or cognitions) but also via shared, tangible representations of culture (such as advertising, texts, architecture, and so on). In this report, the authors present the results of some exploratory meta-analyses of cultural products. Data were sufficient to analyze a variety of cultural traits: positivity, modernity, high (vs. low) context, uncertainty avoidance, and power distance, as well as other dimensions. Thus, this article documents cultural products that measured traits other than individualism-collectivism, the trait the authors analyzed in an earlier article. The data reinforce the value of studying cultural products and fit with recent calls to branch out from the familiar, individualism-collectivism construct into new axes of cultural difference.

Cultivating Cultural Differences in Asymmetric Power Relations

2009 ◽  
Vol 9 (3) ◽  
pp. 339-358 ◽  
Author(s):  
Sierk Ybema ◽  
Hyunghae Byun
Keyword(s):  
Cultural Differences ◽  
Cultural Difference ◽  
Cultural Distance ◽  
Social Contexts ◽  
Specific Power ◽  
Work Relations ◽  
Organizational Settings ◽  
Japanese Firms ◽  
Intercultural Encounters ◽  
Asymmetric Power

In this article we integrate findings from interviews and ethnographic case studies to explore issues of culture and identity in Japanese—Dutch work relations in two different contexts: Japanese firms in the Netherlands and Dutch firms in Japan. It is suggested that cultural identities do not carry a pre-given meaning that people passively enact, as is sometimes assumed, but become infused with meaning in organizational actors’ interpretations that are embedded in specific social contexts. The research contribution this article makes is twofold. First, it illustrates how, in different organizational settings, cultural differences are enacted differently in people’s identity talk, underlining the context-dependent and constructed nature of culture and cultural distance in intercultural encounters. Second, it highlights the particular relevance of a power-sensitive understanding of claims of cultural difference by revealing small, but significant differences in organizational actors’ cultural identity talk that are intimately related to the specific power asymmetries within our research participants’ organizations.

Indigenous standpoint theory as a theoretical framework for decolonizing social science health research with American Indian communities

2021 ◽  
pp. 117718012110420
Author(s):  
Genevieve R Cox ◽  
Paula FireMoon ◽  
Michael P Anastario ◽  
Adriann Ricker ◽  
Ramey Escarcega-Growing Thunder ◽  
...  
Keyword(s):  
Social Sciences ◽  
Social Science ◽  
American Indian ◽  
American Indians ◽  
Health Research ◽  
Cultural Context ◽  
Ways Of Knowing ◽  
Standpoint Theory ◽  
Theoretical Frameworks ◽  
The Social

Theoretical frameworks rooted in Western knowledge claims utilized for public health research in the social sciences are not inclusive of American Indian communities. Developed by Indigenous researchers, Indigenous standpoint theory builds from and moves beyond Western theoretical frameworks. We argue that using Indigenous standpoint theory in partnership with American Indian communities works to decolonize research related to American Indian health in the social sciences and combats the effects of colonization in three ways. First, Indigenous standpoint theory aids in interpreting how the intersections unique to American Indians including the effects of colonization, tribal and other identities, and cultural context are linked to structural inequalities for American Indian communities. Second, Indigenous standpoint theory integrates Indigenous ways of knowing with Western research orientations and methodologies in a collaborative process that works to decolonize social science research for American Indians. Third, Indigenous standpoint theory promotes direct application of research benefits to American Indian communities.

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