Education Commons^™

Intention, Questions, And Creative Expression: An Antidiscriminatory Diversity Statement, Hannah S. Bright

Scholarship and Engagement in Education

Supporting education that reflects diversity involves maintaining awareness of one’s personal positionality, creating safe and inclusive learning communities, and using creativity and choice to empower and honor student voice and individual development. When working in educational settings, teachers may involve students in selecting relevant materials, and follow their lead in creating critical dialogue about salient factors of identity.

The Globalized Classroom: Integrating Technology To Improve Communicative And Cultural Proficiency, Nicholas Frank

International ResearchScape Journal

The purpose of this project was to explore how the integration of technology affects students’ communicative and cultural proficiency in a second language when connecting two world language classrooms from across the globe. Through a series of weekly emails between partner schools, students practiced their interpretive reading and presentational writing skills while gaining knowledge of their partners’ cultures and colloquial language in a meaningful and individualized manner. The participants were U.S. high school students learning Spanish and Spanish high school students learning English. This created an authentic and organic environment for language acquisition, showing improvement in both communicative and cultural …

Cultivating Leaders Of Indiana: Global Collaborations And Local Impacts, Jennifer Sdunzik, Annagul Yaryyeva

Purdue Journal of Service-Learning and International Engagement

“Cultivating Leaders of Indiana” was developed to establish connections between the Purdue student body and the Frankfort, Indiana, community. By engaging high school students in workshops that focused on local, national, and global identities, the goal of the project was to encourage students to appreciate their individuality and to motivate them to translate their skills into a global perspective. Moreover, workshops centering on themes such as culture, citizenship, media, and education were designed to empower project participants to embrace their sense of social value and responsibility, not only in their immediate communities, but also globally.

Hiroshima On Peace Education And Problems With U.S.-Centric Historical Narratives In A World Without Survivors, Matthew S. Thome

International ResearchScape Journal

As time passes, the number of survivors from major world tragedies like the nuclear bombing of Hiroshima and Nagasaki grows fewer and fewer. These survivors are a powerful resource for educating students of all ages about the importance of world peace. Drawing on the writing of Richard Moody and Frans Doppen, as well as Paul Ham, and Herbert Feis respectively, I outline the important role of hibakusha, or a-bomb survivors, in peace education at the secondary and collegiate levels. I explain how personalized survivor testimony provides an alternative and highly effective and necessary counterweight to teaching solely a U.S.-centric historical …

Ypar, Critical Whiteness, And Generative Possibilities. A Response To “Sam And Cristina: A Dialogue Between A High School Teacher And Student About The Commoditization Of People Of Color”, Chris Corces-Zimmerman, Jamie Utt, Nolan L. Cabrera

Democracy and Education

In this response to the article by Tanner and Corrie, the authors provide three critiques of the methodology and theoretical framing of the study with the hopes of informing future scholarship and practice. Specifically, the three critiques addressed in this paper include the integration of CWS frameworks and YPAR methodology, the application and description of CWS and YPAR frameworks, and the role of power in the relationship between educator and student that served as the central medium for the study.

Cross-Cultural Experiences During A Visiting Scholar Program: “…A Start[Ing] Not A Finishing Point”, Carla Aa Ventura, Judith E. Mill, Isabel A.C. Mendes, Emanuele Seicenti De Brito, Leanne Johnson

Quality Advancement in Nursing Education - Avancées en formation infirmière

Aim

To describe the Visiting Scholar Program as a context for cross-cultural learning experiences and the development of intercultural competencies.

Background

In 2004, a Visiting Scholar Program (VSP) was developed between the Faculty of Nursing, University of Alberta (UA), Canada, and the University of São Paulo at Ribeirão Preto College of Nursing (USP-EERP), Brazil, with the goal to promote capacity building among nurse researchers. During a cross-cultural exchange program, participants are immersed in a foreign culture and language over an extended period of time, which offers them a potential opportunity to develop intercultural competence.

Methods

A qualitative design was utilized …