Destabilisation and Cultural Literacy.
TL;DR: There is a growing body of work on the field of what is now known as "cultural literacy" as discussed by the authors, but little has been written about its application, and even less on how to teach it in the context of highe...
Abstract: There is a growing body of work on the field of what is now known as ‘cultural literacy’, but little has been written about its application, and even less on how to teach it in the context of highe...
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01 Jan 2002
TL;DR: The "Contemporary viewpoints on teaching adults effectively" as discussed by the authors brings together the perspectives of nine experts in the field of teaching adults, focusing on the role of the teacher as a mentor and the relationship between the roles of mentor and teacher.
Abstract: 'New directions for adult and continuing education', published quarterly, is part of The Jossey-Bass Higher and Adult Education Series. This issue, entitled 'Contemporary viewpoints on teaching adults effectively' brings together the perspectives of nine experts on teaching adults. The chapters are: 'Good teaching: one size fits all?' by Daniel D. Pratt (p. 5-15) which cautions against a one-size fits all approach to teaching adults; 'Teaching style: where are we now?' by Joe E. Heimlich and Emmalou Norland (p. 17-25) which reminds the readers that there is no one single approach to teaching and that understanding one's teaching style can serve as a basis for the improvement of instruction; 'The role of the teacher as mentor' by Lois J. Zachary (p. 27-38) which explores the relationship between the roles of mentor and teacher, points out that these two roles are not synonymous and describes key dimensions of effective mentoring; 'Race matters: the unspoken variable in the teaching-learning transaction' by Juanita Johnson-Bailey (p. 39-49) which points to the importance of examining and understanding race as a variable which affects the teaching and learning transaction; 'Teaching all learners as if they are special' by Nancy F. Gadbow (p. 51-61) which considers special learning needs of adult learners and examines effective strategies and technologies that can be employed to meet these special needs; 'Teaching for transformation' by Patricia Cranton (p. 63-71) which provides a brief synopsis of transformative learning theory, seven facets of the transformative learning process as well as teaching strategies designed to promote each of these facets; 'Quantum learning: teaching as dialogue' by Jane Vella (p. 73-83) which examines the relationship between teaching and learning, beginning with a definition of quantum learning and then outlining the dialogue approach to quantum learning; 'Effective teaching of adults: themes and conclusions' by Jovita M. Ross-Gordon (p. 85-91) which integrates information from the previous chapters and discusses the underlying themes and issues related to effective teaching of adults.
367 citations
TL;DR: This article found that a consistent and strong difference of opinion was found between Hispanic faculty, staff, and administrators at the Hispanic-Serving Institutions (HSI) and their non-Hispanic peers regarding information available to higher education professionals about Hispanic culture, the elements of Hispanic culture and the characteristics and background of Hispanic students.
Abstract: Survey data were gathered from college and university faculty, staff, and administrators at Hispanic-Serving Institutions (HSI) regarding Hispanic culture and Hispanic students as part of an NSF-funded investigation that focused on the characteristics and programming of HSIs as well as the background and experiences of their students. Two surveys of students were also conducted. A minimum of 44 HSIs in Texas, New Mexico, and Colorado were represented in the 393 usable responses gathered from faculty, staff, and administrators. Fourteen HSIs in New Mexico and Texas were represented in student survey data gathered in 2018 and three in north Texas in a survey completed in 2019. Responses from 213 Hispanic students were isolated from the 2018 student survey and 307 from the 2019 data. This material was used to verify and expand on the findings from the survey of faculty, staff, and administrators. A consistent and strong difference of opinion was found between Hispanic faculty, staff, and administrators at the HSIs and their non-Hispanic peers regarding information available to higher education professionals about Hispanic culture, the elements of Hispanic culture, and the characteristics and background of Hispanic students. Survey responses of Hispanic students confirmed, at many points, that the perspective of the Hispanic faculty, staff, and administrators was accurate. It appears, based on this information, that the non-Hispanic employees at the HSIs were less well informed about Hispanic culture and a major portion of their student population than would be desirable. The findings, while from the south-central United States, can inform multiple academic and support services at Hispanic-Serving Institutions and other colleges and universities as they include information about how Hispanic culture is understood by Hispanics, detail gaps in competence regarding Hispanic culture among faculty, staff, and administrators at HSIs, and describe characteristics and the cultural orientation of Hispanic students attending the HSIs in the sample.
6 citations
TL;DR: In this article , the authors used a qualitative exploratory study to learn from humanities, arts and social sciences (HASS) educators' established uncertainty tolerance pedagogies to enhance anatomy education.
Abstract: Uncertainty tolerance, individuals' perceptions/responses to uncertain stimuli, is increasingly recognized as critical to effective healthcare practice. While the Covid‐19 pandemic generated collective uncertainty, healthcare‐related uncertainty is omnipresent. Correspondingly, there is increasing focus on uncertainty tolerance as a health professional graduate “competency,” and a concomitant interest in identifying pedagogy fostering learners' uncertainty tolerance. Despite these calls, practical guidelines for educators are lacking. There is some initial evidence that anatomy education can foster medical students' uncertainty tolerance (e.g., anatomical variation and dissection novelty), however, there remains a knowledge gap regarding robust curriculum‐wide uncertainty tolerance teaching strategies. Drawing upon humanities, arts and social sciences (HASS) educators' established uncertainty tolerance pedagogies, this study sought to learn from HASS academics' experiences with, and teaching practices related to, uncertainty pedagogy using a qualitative, exploratory study design. Framework analysis was undertaken using an abductive approach, wherein researchers oscillate between inductive and deductive coding (comparing to the uncertainty tolerance conceptual model). During this analysis, the authors analyzed ~386 min of data from purposively sampled HASS academics' (n = 14) discussions to address the following research questions: (1) What teaching practices do HASS academics' perceive as impacting learners' uncertainty tolerance, and (2) How do HASS academics execute these teaching practices? The results extend current understanding of the moderating effects of education on uncertainty tolerance and supports prior findings that the anatomy learning environment is ripe for supporting learner uncertainty tolerance development. This study adds to growing literature on the powerful moderating effect education has on uncertainty tolerance and proposes translation of HASS uncertainty tolerance teaching practices to enhance anatomy education.
5 citations
01 Jan 2020
TL;DR: In this paper, the authors examine cultural literacy as an applied practice and analyse different ways in which it can be implemented in the curriculum, and explore destabilisation and reflection as the core learning practices that are used to develop cultural literacy in students.
Abstract: This chapter examines cultural literacy as an applied practice and analyses different ways in which it can be implemented in the curriculum. It explores destabilisation and reflection as the core learning practices that are used to develop cultural literacy in students, and it argues how, when carefully framed and unpacked, destabilisation and reflection can lead to building new ways of understanding both the world and the self.
2 citations
31 Dec 2020
TL;DR: In this article, the authors explore the interconnections between Cultural Literacy and Cultural Linguistics, particularly in relation to intercultural communication, and argue that cultural literacy can draw immense benefit from the cross-pollination of ideas with cultural linguistics.
Abstract: Cultural Literacy is an emerging, interdisciplinary approach in literary and cultural studies. As such, it seeks to grow and benefit from different fields and disciplines. Whilst there are differences between Cultural Literacy and Cultural Linguistics, there is common ground between them, and Cultural Literacy can draw immense benefit from the cross-pollination of ideas with Cultural Linguistics. This article explores the interconnections between Cultural Literacy and Cultural Linguistics, particularly in relation to intercultural communication. The article compares a number of differences and similarities between Cultural Linguistics and Cultural Literacy, in particular, the notions of ‘cultural conceptualisations’ and ‘metacultural competence’ as they are currently applied in Cultural Linguistics. The article discusses the possible use of cultural conceptualisations in Cultural Literacy, arguing that these can support the development of cultural literacy skills, by providing a strong, useful framework to enhance what is known as ‘cultural readability’. Furthermore, the paper looks at the application of strategies for metacultural competence hitherto associated with Cultural Linguistics in the context of Cultural Literacy, arguing that such strategies illustrate practical steps that can be taken toward developing an individual’s Cultural Literacy skills. Lastly, the article suggests that the ideas of transcultural competence, critical reflection and cultural readability, often used in Cultural Literacy, can enrich new discussions on Cultural Linguistics.
1 citations
References
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Book•
01 Oct 1983
27,104 citations
"Destabilisation and Cultural Litera..." refers methods in this paper
...Experiential learning theory was defined by David Kolb (1984) and builds upon the Lewinian model of action research and laboratory training, John Dewey’s model of the learning process, and Piaget’s model of learning and cognitive development....
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Book•
01 Jan 1973
TL;DR: The INTERPRETATION OF CULTURES CLIFFORD GEERTZ Books files are available at the online library of the University of Southern California as mentioned in this paper, where they can be used to find any kind of Books for reading.
Abstract: THE INTERPRETATION OF CULTURES CLIFFORD GEERTZ PDF Are you searching for THE INTERPRETATION OF CULTURES CLIFFORD GEERTZ Books files? Now, you will be happy that at this time THE INTERPRETATION OF CULTURES CLIFFORD GEERTZ PDF is available at our online library. With our complete resources, you could find THE INTERPRETATION OF CULTURES CLIFFORD GEERTZ PDF or just found any kind of Books for your readings everyday.
20,105 citations
8,493 citations
Book•
17 Jun 1993
TL;DR: The importance of context in language education is discussed in this article, where the authors propose a discourse perspective to teach the spoken language across the cultural faultline and to reconstruct the C2 context of production and reception in the learner's native culture C1", C2": in the eyes of others.
Abstract: Acknowledgements Preface Introduction Dubious dichotomies and deceptive symmetries The importance of context in language education A discourse perspective Notes 1. Educational challenge Of challenges and conditions Challenge as action Challenge as paradox Challenge as dialogue Double-voiced discourse Dialogic breakthrough Notes 2. Contexts of speech and social interaction What's in a context? Discourse and culture Contextual shaping Conclusion Notes 3. Teaching the spoken language Five case studies Problems and paradoxes Teaching language as (con)/text Notes 4. Stories and discourses Dimensions of particularity Understanding of particularity Conclusion Notes 5. Teaching the literary text Current practices Defining the reader Teaching the narrative Teaching poetry Post-teaching activities Conclusion Notes 6. Authentic texts and contexts What is cultural authenticity? The communicative proficiency approach The discourse analysis approach The challenge of multimedia Notes 7. Teaching language across the cultural faultline Cultural reality and cultural imagination C2, C2': reconstructing the C2 context of production and reception C1, C1': constructing a context of reception in the learner's native culture C1", C2": in the eyes of others Of bridges and boundaries Notes 8. Looking for third places A popular culture A critical culture An ecological culture Conclusion Notes Appendices Bibliography Index
2,785 citations
Book•
01 Nov 1997
TL;DR: The texto as mentioned in this paper defines con precision que competencias se requieren, como se pueden incluir en los objetivos y metodos de los profesores, and evaluar la capacidad for comunicarse a traves de las diferencias culturales.
Abstract: La ensenanza de lenguas extranjeras y segundas debe preparar a los alumnos para utilizar un idioma con fluidez y precision, y tambien para hablar con personas que tienen diferentes identidades culturales, valores sociales y comportamientos. Este texto tiene como objetivo definir con precision que competencias se requieren, como se pueden incluir en los objetivos y metodos de los profesores, y como se puede evaluar la capacidad para comunicarse a traves de las diferencias culturales.
2,644 citations