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 Globalization and internationalisation › (Aman, 2013; Gu et al, 2009)  Global flows › People (Goodwin, 2010) › Ideas (Ng, 2013)  Increasing diversity.

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Presentation on theme: " Globalization and internationalisation › (Aman, 2013; Gu et al, 2009)  Global flows › People (Goodwin, 2010) › Ideas (Ng, 2013)  Increasing diversity."— Presentation transcript:


2  Globalization and internationalisation › (Aman, 2013; Gu et al, 2009)  Global flows › People (Goodwin, 2010) › Ideas (Ng, 2013)  Increasing diversity in settings – children and workforce  Expectations from policy, e.g. Connecting Classrooms Connecting Classrooms © Valerie Huggins 2

3  Adapts quickly to new cultural circumstances  Has a positive attitude and curiosity about other cultures  Is willing to see someone else’s point of view  Can understand perspectives of people from another culture  Is knowledgeable about aspects of different cultures  Is critically self-aware  Has an awareness of ‘self’ in relation to the ‘other’  Sinicrope, 2007; Perry and Southwell, 2011; Hillier & Wozniac, 2009 © Valerie Huggins 3

4  I chose to do my course at Plymouth as it offered the opportunity for me to carry out an international placement……. I have just returned from my latest placement in Finland and I had a brilliant time. It was fascinating to study the differences between the two cultures and teaching methods. Kate, BEd Primary English © Valerie Huggins 4

5  Gambia  Czech republic  Hungary  Redbridge in London © Valerie Huggins 5

6  Facet methodology Facet methodology Facet methodology assumes that the world - and what we seek to understand about it - is not only lived and experienced, but is multi-dimensional, contingent, relationally implicated and entwined. Facets involve different lines of enquiry, and different ways of seeing. Facets cast light on each other, producing flashes of insight © Valerie Huggins 6

7 7 the experience will add real depth to my understanding of alternative approaches to the provision and inclusion of children with EAL I am looking forward to seeing how the Czech education system works, and hopefully pick up some useful teaching approaches that will help me become a better teacher back in England I think it shows passion as well, it shows that you’re committed to children and you, you want to go that extra mile I believe it will give me something interesting and extra to place in my personal statement and job applications.

8 © Valerie Huggins 8 a life-long experience, an experience that is remembered for the rest of their lives which adds to their profile of them as a teacher and as a person

9  Experiential › Leibowitz et al (2010)  Unresolved dilemmas and discomforts © Valerie Huggins 9

10  Explicit contract about intercultural capabilities  Active ‘pedagogy for discomfort’ (Boler & Zemblyas, 2003) underpinned by transformative learning theory (Mezirow, 1978, 1990)  Critical literacy approach (Andreotti, 2011, 2006)  Tutor training (Buczyinski et al, 2011) © Valerie Huggins 10

11  For more details about the research please contact me on  © Valerie Huggins 11

12  Aman, R. (2013). "Bridging the gap to those who lack: intercultural education in the light of modernity and the shadow of coloniality." Pedagogy, Culture & Society, 1-19.  Andreotti, V. (2006). "Soft versus critical global citizenship education." Policy and Practice: A Development Education Review 3(Autumn 2006), 40-51.  Andreotti, V. (2011). Actionable Postcolonial Theory in Education, New York: Palgrave Macmillan.  Andreotti, V., and De Souza, M. (2008). "Translating theory into practice: lessons from the project 'Through Other Eyes'." International Journal of Development Education and Global Learning, 1(1), 23-36.  Boler, M., and Zemblyas, M. (2003). "Discomforting truths: The emotional terrain of understanding difference ", in P. Trifonas, (ed.), Pedadogies of Difference: Rethinking education for social change. New York: RoutledgeFalmer, pp. 110-136.  Buczynski, S., Lattimer, H., Inoue, N., and Alexandrowicz, V. (2010). "Developing a policy for an international experience requirement in a graduate teacher education program: a cautionary tale." Teaching Education, 21(1), 33 - 46.  Cushner, K. (2011). "Intercultural Research in Teacher Education: An Essential Intersection in the Preparation of Globally Competent Teachers." Action in Teacher Education, 33(5-6), 601-614.  Goodwin, A. L. (2010). "Globalization and the preparation of quality teachers: rethinking knowledge domains for teaching." Teaching Education, 21(1), 19-32.  Hiller, G. G., and Woźniak, M. (2009). "Developing an intercultural competence programme at an international cross ‐ border university." Intercultural Education, 20(sup1), S113-S124. © Valerie Huggins 12

13  Hillier, G. G., and Wozniak, M. (2009). "Developing an intercultural competence programme at an international cross-border university." Intercultural Education, 20(4), 113-24.  Huggins, V. (2013). "Widening awareness of international appraoches: an imperative for Twenty- First-Century Early Years Practitioners? ", in J. Georgeson and J. Payler, (eds.), International Perspectives on Early Childhood Education and Care Maidenhead: Open University Press.  Jakubiak, C. (2012). "“English for the global”: discourses in/of English-language voluntourism." International Journal of Qualitative Studies in Education, 25(4), 435-451.  Leibowitz, B., Bozalek, V., Rohleder, P., Carolissen, R., and Swartz, L. (2010). "‘Ah, but the whiteys love to talk about themselves’: discomfort as a pedagogy for change." Race Ethnicity and Education, 13(1), 83-100.  Martin, F., and Griffiths, H. (2011). "Power and representation: a postcolonial reading of global partnerships and teacher development through North–South study visits." British Educational Research Journal, 1-21.  McMullen, M., and Penn, E. B. (2011). "‘Egypt in transition’: uniting service-learning and short- term study-abroad." Intercultural Education, 22(5), 423-436.  Mezirow, J. (1978). "Perspective transformation." Adult Education, 28, 100-110.  Mezirow, J. (1990). "How Critical Reflection Triggers Transformative Learning", in J. Mezirow and E. W. Taylor, (eds.), Fostering Critical Reflection in Adulthood. San Francisco, CA: Jossey-Bass.  Ng, S. W. (2012). "Rethinking the mission of internationalization of higher education in the Asia- Pacific region." Compare: A Journal of Comparative and International Education, 42(3), 439- 459.  Perry, L. B., and Southwell, L. (2011). "Developing intercultural understandings and skills: models and approaches." Intercultural Education 22(6), 453-466.  Sinicrope, C., Norris, J., and Wtanabe, Y. (2007). "Understanding and assessing intercultural competence: A summary of theory, research, and practice " Second Language Studies, 26(1), 1-5. © Valerie Huggins 13

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