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Filomena Critelli Laura Lewis Adalberto Méndez-López 《Journal of Teaching in Social Work》2017,37(2):121-137
This article examines an innovative model of online international education regarding disability through a human rights perspective piloted through a collaboration between Universidad LaSalle, Mexico, and University at Buffalo, United States. The course is organized around a pressing global human rights and development issue. Its objective is to promote effective practice with persons with disabilities through cross-national, cross-disciplinary, human-rights based education; strengthen students’ sense of global engagement; and foster cross-cultural expertise and competence with diversity. The implications for effective professional education in law and social work are discussed. The article also examines pedagogical strategies and presents case study materials, identifies key disability rights themes common to both nations and cultures, and explores how distance learning technology is implemented in the course. A preliminary assessment of this newly piloted approach is also presented, based on data from students, as well as the implications for teaching and practice. 相似文献
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《Journal of Teaching in Social Work》2013,33(1-2):59-76
Abstract Social work educators are increasingly using advanced information technologies in their distance education programs. Despite the widespread use of distance learning in social work education, there is limited information available regarding the effectiveness of courses, particularly practice courses, that use these technologies or the experiences of the students and instructors who are helping to pioneer these technological initiatives. This article presents reflections from students from two MSW practice classes linked together through interactive TV, also known as compressed video. The authors, who were course instructors using this technology, present their reflections on the process and make recommendations for future distance learning courses. 相似文献
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随着汉语国际教育事业的逐步推进,高校的汉语国际教育人才培养也应该与时俱进,提升学生的跨文化思辨能力。从解析跨文化思辨能力的含义入手,结合汉语国际教育事业的发展现状,分析汉语国际教育专业学生提升跨文化思辨能力的必要性,并提出促进高校汉语国际教育专业学生跨文化思辨能力培养的建议。 相似文献
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对江苏多所高校148名包括研究生在内的学历、非学历留学生进行了调研,结果显示：来华前受教育水平对学习经历中的控制点影响显著;汉语水平、来华前的出国经历与受教育水平、社交活动首选群体及是否善于社交影响到学生跨文化人格的形成;其中前四者的影响主要体现在语言层面,后者的影响则见于文化层面;社交活动的首选群体为中国人者,具有较强的社会依存性;在短期跨文化适应中,价值观的改变较难实现. 相似文献
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群众观念教育对当代大学生具有重大现实意义,它是在大学生中贯彻“三个代表”思想和科学发展观的基本途径,是培养大学生社会责任心的中心环节,有利于大学生筑起防腐拒变的思想长城。群众观念教育的实施方略可以从如下几个方面来开展：1．用马列主义、毛泽东思想、邓小平理论、“三个代表”重要思想和科学发展观武装学生头脑,帮助学生构建树立群众观念的理论基础;2．用中国革命史和国际共产主义运动史教育学生,帮助学生构建群众观念的认知基础;3．广泛开展社会实际活动,帮助学生构建树立群众观念的情感基础。 相似文献
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高等院校应充分认识到加强大学生思想政治工作的重要性和紧迫性。通过准确定位、加强自身队伍建设、改进和完善工作方法、充分发挥社会实践活动的作用、加强大学生责任教育、帮助解决学生实际困难等有效途径，切实加强和改进大学生思想政治工作。 相似文献
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21世纪以来,全球化和多元文化的时代特征显现了跨文化教育的重要意义。跨文化教学是高校培养国际化人才的的必要途径。外语教学的学科属性使其肩负起培养学生人文素养的重任。该文阐述了培养大学生的跨文化意识在高校英语教学中的必要性和重要性,提出了如何在翻译教学中培养学习者跨文化意识的几点建议。最后指出,翻译活动不是纯粹的语言行动,而是植根于两种文化深处的文化交流行为,因此培养学生的跨文化意识也是做好翻译教学的一个重要方面。 相似文献
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《Learning and Instruction》2003,13(4):423-439
This study examined the effects of teaching self-regulation strategies and social skills to 40 middle school students in a compulsory secondary education setting, who presented difficulties in self-reflection, self-inquiry, assertiveness, and empathy. A quasi-experimental design with pre- and post-test measurements was employed. Intervention consisted of the performance of tasks, called ‘Portfolio’, related to the criteria skills during the school course. Significant differences between the experimental and the control groups were observed in the measurement of the criteria variables. Results are discussed in terms of the implications concerning how teachers can implement self-regulatory activities in their daily classroom practice to meet the educational needs of students with social problems. 相似文献
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彭勇穗 《宁波大学学报(教育科学版)》2016,(1):118-123
信息化、全球化时代,阅读作为持续学习的重要方式,影响学生可持续发展潜力。由于英语是目前主要国际语言,学生用英语进行跨文化阅读的能力将很大程度上塑造他的视野、格局和发展潜力。英语课程中,跨文化阅读训练不应限于准确接收语义的能力,还要重视跨文价值协商的能力。鉴于此,本文重点阐述,大学阶段英语阅读要着重启迪学生独立自主的人文精神及相应的批判阅读能力,引导学生同时面向多元语境和面向本土实践,使学生学会协商传统与现代的关系、全球与本土的关系、阅读与实践的关系,使学生避免价值绝对化和虚无化两种极端。 相似文献
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Ashley S. Boyd George W. Noblit 《Educational Studies A Journal of the American Educational Studies Association》2015,51(6):441-459
This self-study involves instructors of a Social Justice in Education course at a large university who engaged preservice teacher education students with assignments intended to solicit their critical self-reflection and to facilitate an awareness of themselves as sociocultural beings. Our work responds to the continued need to involve preservice teachers in experiences that foster critical consciousness and cognizance of their own socialization. For the assignments, students were first asked to describe key moments in their educational experience in the form of a multimedia submission and reflection. After a semester of critical discussions and readings, students were then asked to revisit their initial projects and critique those using course concepts. In addition, they were prompted to include plans for themselves as future social justice educators. In this article, we analyze those student submissions, and we find that many reached new conclusions about social justice topics such as race and gender, critiqued personal and social artifacts, and recognized the connections between privilege and meritocracy. Despite the limitations in class size and structure, we affirm the potential value of a multistage autobiography assignment. We also explore instances of student resistance, wherein students avoided the assigned task and our requirement for self-reflection. We conclude by offering implications for teacher education and posit considerations for future adaptions of the assignment, including the necessity to engage students in opportunities to take social action and to move beyond critique. 相似文献
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《Journal of Teaching in Social Work》2013,33(3-4):15-28
ABSTRACT The following paper will apply a social constructionist paradigm to the concepts of the reflective self, creativity and intuition as valuable skills in social work practice education. The students' learning process and their integration of self-reflective, intuitive and creative knowledge and skills will be illustrated through excerpts from their final papers in an advanced social work practice course taught by this instructor. A qualitative analysis will focus on three main themes that emerged from these final papers: learning from the client, the use of intuition, and helplessness and omnipotence. The author's underlying thesis is that on-going self-examination, intuitive knowledge and a creative use of self are not only crucial skills in clinical practice in general but should continue to be emphasized in social work practice education. 相似文献
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Critical multicultural education and its promise of cultural inclusion face a crisis induced by powerful neoliberal forces that view education as an economic enterprise rather than open dialogue and inclusive pedagogies. With this in mind, this article uses interpretive phenomenology to examine how US American preservice teachers engage in the process of decolonization to challenge neoliberal influences in education and develop multicultural awareness during an international cross-cultural field experience in Honduras. Participants in this study comprise seventy-six preservice teachers from a Mid-Western university who went on a study abroad program to Honduras. Data for the study were collected through interviews, discussions, class assignments, reflective journals and researchers’ field notes and observations. Multiple levels of data analysis reveal that international cross-cultural field experiences promote a deeper understanding of colonial social relations and questioning of powerful neoliberal networks that perpetuate the status quo to disadvantage diverse and minority students. Findings also indicate that through reflexive and critical dialogue preservice teachers negotiate difference, engage with the self and other, and question their own knowledge and practices in sustaining colonial relations of privilege and domination with implications for classroom practice. This study suggests that ongoing multicultural awareness at every stage of teacher preparation, beginning at the preservice level, has the power to effect change in future classroom practice so that all students, including diverse minority populations experience educational equity and equal opportunities for academic success. 相似文献
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Jenna Mittelmeier Bart Rienties Dirk Tempelaar Denise Whitelock 《Higher Education》2018,75(1):149-166
As universities worldwide rapidly internationalise, higher education classrooms have become unique spaces for collaboration between students from different countries. One common way to encourage collaboration between diverse peers is through group work. However, previous research has highlighted that cross-cultural group work can be challenging and has hinted at potential social tensions. To understand this notion better, we have used robust quantitative tools in this study to select 20 participants from a larger classroom of 860 students to take part in an in-depth qualitative interview about cross-cultural group work experiences. Participant views on social tensions in cross-cultural group work were elicited using a unique mediating artefact method to encourage reflection and in-depth discussion. In our analysis of emergent interview themes, we compared student perspectives on the role of social relationships in group work by their academic performance level. Our findings indicated that all students interviewed desired the opportunity to form social relationships with their group work members, but their motivations for doing so varied widely by academic performance level. 相似文献
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《Studying Teacher Education》2013,9(2):213-228
This article examines the hermeneutic, narrative, and social co-construction of cultural understanding as two educators shared their teaching and learning experiences in Japanese and Canadian schools. Our dialogic inquiry reveals how perceptions of practices in one culture—including curricula in non-core, academic subjects, stances on student assessment, and attitudes toward extracurricular activities—were shaped by our prior school experiences. The study reveals that reconstruction of previous overseas experience and co-construction of meaning from this reconstruction can serve as a powerful means of enhancing understanding of cross-cultural issues. The reconstruction process also offers a means of engaging those who do not have international, educational experiences in discussion of these issues. The article concludes that seemingly casual, everyday conversations can offer insights that inform teacher practice as well as preservice teacher education. 相似文献
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Gill Rutherford 《International Journal of Inclusive Education》2013,17(8):757-774
Disabled students' entry to the (compulsory) education system in New Zealand is often conditional upon the presence of untrained teacher aides, who are frequently regarded as the ‘solution to inclusion’. This widespread practice has occurred within a research and policy void, despite the growing body of international research literature that contests its efficacy and equity. Drawing from the findings of a qualitative study, the purpose of this paper is to develop an understanding of the school experiences of disabled students, from their and teacher aides' perspectives. Interpreted within a framework of current disability, social justice and sociology of childhood theorising, the findings are presented as a continuum of educational contexts, in which students (and aides) were (1) fully included in all aspects of school, (2) partly included/assimilated in aspects of school life, and (3) excluded from regular school. The findings are consistent with those of international research in illuminating the pivotal, complex and ambiguous role that aides play in both helping and hindering disabled students' educational presence, participation and achievement. The paper concludes with an outline of changes that may be instrumental in bringing about a more inclusive education system for all students. 相似文献
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《Journal of Teaching in Social Work》2013,33(3-4):37-51
Abstract The importance of computer training in social work education will continue to increase as the profession becomes more globalized and technological. It is the authors' premise that social work education must include the integration of training in computer technology. One resource available to educators is the Internet. The world wide web contains a vast amount of information on policy and social issues. This article discusses the use of web based learning exercises to simultaneously teach social policy and enhance student computer skills. Two learning exercises are presented which are designed for use in social work policy courses. The authors present their teaching experiences and provide suggestions on using this approach in the classroom environment. Information on resources and useful URL's for policy research is included in the discussion. 相似文献
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Marlys Staudt 《Journal of Teaching in Social Work》2013,33(2):145-162
Disparities by race/ethnicity exist in the use of children's mental health and related services. It is no doubt that many factors contribute to these disparities, but practitioner biases may be partly responsible for disparities. The purpose of this article is to show a potential link between practitioner biases and service use disparities and to discuss the implications for social work education. The implications for social work education focus on 2 strategies for educators to consider: (a) helping students to become aware of and overcome their biases and (b) teaching practice strategies that have been shown to help low-income and ethnic minority children and families engage in the helping process. 相似文献
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朱秀芳 《浙江教育学院学报》2011,(3):33-36,42
高校当代世界史教学是对大学生进行世情教育的重要载体。在全球化视野下,当代世界史教学如何将世界相互交融、相互依赖的时代特征呈现出来,树立全球史观或全球化史观十分必要。从跨文化的互动角度梳理重点与难点,注重跨文化的比较研究,并把世界现状这一最新当代史内容作为教学重点,是改革的题中应有之义。利用多边教学档案,通过史料的相互佐证得出新结论也是当代世界史教学改革的重要方面。同时,电脑网络技术的发达也为教师引导下开展多媒体教学提供了保障,有利于更好发挥学生的主观能动性。 相似文献
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Most research on international students’ experiences has focused on tertiary settings and consistently shows that this cohort negotiates significant risks during their time abroad. This paper draws on data from the first year of a three-year Australian Research Council funded study to address the un(der)examined cohort of young people who complete their secondary school education as international students and temporary sojourners in Australia. We analyse the data from the initial interviews undertaken with 60 Year 10 international students during their first year of the senior secondary schooling. Drawing upon the theoretical resources associated with the politics of belonging, we ask if, and in what ways, students felt themselves to be marked as ‘other’ to constructed educational and social norms. We note the significant role that online activity played in helping students deal with feelings of disconnect and exclusion. 相似文献