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1. Learning Science in an Era of Globalization: A Phenomenology of the Foreign/Strange (EJ817127)
Author(s):
Hwang, SungWon; Roth, Wolff-Michael
Source:
Cultural Studies of Science Education, v3 n4 p937-958 Dec 2008
Pub Date:
2008-12-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
No
Descriptors: Global Approach; Physics; Foreign Countries; Phenomenology; Empathy; Undergraduate Study; Ethnography; Social Isolation; Cultural Differences; Sociocultural Patterns; Science Instruction; Science Education; Social Theories; Educational Philosophy; Educational Environment; Foreign Culture; Intercultural Communication; Foreign Students
Abstract: In this study, we propose a set of concepts for conceptualizing issues of learning science related to globalization, the encounter with the (radically) foreign/strange--as this occurs as part of migration and even as part of the encounter of a learner with the unknown content that science lessons are to impart--from the perspective of the experiencing person and the experience. We take an approach to the question of the foreign/strange that is grounded in philosophies of difference, which have emerged in continental Europe, and which make use of advances in phenomenology, dialectics, and materialism. We draw on ethnographic work in one undergraduate physics course at a Canadian university, where we followed in particular one female Japanese student, who had come to this country for the purpose of getting a degree. As an entry point and as source of empirical materials, we draw on our own auto/ethnographic experience that brings particular advantages to ally pathos to the experience of the foreign/strange, something is happening to (affecting) us that is beyond all experience, understanding, and anticipation. We articulate three phenomenological aspects that pathos (empathy) allows us to understand concerning the experience of the foreign/strange and then provide an exemplary and exemplifying analysis. [Abstract is presented in both English and Korean.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Storytelling with Shadow Puppets (EJ791636)
Stephens, Shannon
SchoolArts: The Art Education Magazine for Teachers, v107 n9 p28-29 May-Jun 2008
2008-00-00
Journal Articles; Reports - Descriptive
Yes
Descriptors: Puppetry; Story Telling; Art Activities; Grade 5; Studio Art; Foreign Culture; Foreign Countries
Abstract: Puppetry is an ancient art form that exists in cultures throughout the world. The Indonesian island of Java is known for its ancient folk theater which blends religion, storytelling, music, art, and theater through puppetry. This traditional form of storytelling, known as "Wayang Kulit," dates back 1,000 years and continues to be a popular form of entertainment throughout Indonesia. Roughly translated as "shadow skin," Wayang Kulit involves the performance of musicians, a puppeteer (known as a "dhalang"), and a series of two-dimensional puppets that project shadow images on a backlit screen. In this article, the author provides a brief background of Wayang Kulit and describes an art activity wherein fifth grade students were challenged to create a shadow puppet based on a character from a story familiar to them. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Problems of the Social Adaptation of Foreign College Students (EJ789546)
Dorozhkin, Iu. N.; Mazitova, L. T.
Russian Education & Society, v50 n2 p23-30 Feb 2008
2008-02-00
Journal Articles; Reports - Evaluative
Descriptors: Foreign Students; Student Adjustment; Acculturation; Social Adjustment; College Students; Foreign Countries; Foreign Culture; Educational Sociology; Sociocultural Patterns; Social Indicators; Social Problems
Abstract: In today's world, interstate education contacts are increasing at an intensive rate, and a growing number of young people would like to acquire an education outside of their own country. To a large extent, the success of foreign college students' studies and the level of their professional training depend on their sociocultural adaptation. It is the job of the host country to "provide the optimal conditions for their living and educational needs," taking account of the complex process of adaptation to a new way of life. However, even under the most favorable conditions of international contacts, anyone entering a new culture encounters a variety of difficulties. In this article, the authors surveyed foreign students and graduate students in various educational institutions in Bashkortostan to examine how they adapt to the socio-cultural environment of Russian society. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. American Students Abroad Can't Be "Global Citizens" (EJ788970)
Zemach-Bersin, Talya
Chronicle of Higher Education, v54 n26 pA34 Mar 2008
2008-03-07
Descriptors: International Education; Foreign Culture; Foreign Countries; Study Abroad; Global Approach; Personal Narratives; College Students; Cultural Differences; Cultural Awareness; Power Structure
Abstract: A student shares experiences of her semester-long Tibetan-studies program in India, Nepal, and Tibet. Informed by both home university and program provider that by going abroad and immersing herself in a foreign culture, she would become a "global citizen," she was encouraged to "act like the locals," "be a resident," and "become a member" of my host community. However, once overseas, she realized that studying abroad as an American student is far more complicated than simply learning how others speak and eat. International education entails navigating the social, historical, and political realities of what it means to be American and that, although the world may be increasingly interconnected, global systems of inequality, power, privilege, and difference remain. Finding that other study-abroad students have expressed similar conclusions, the writer advocates that higher-education institutions be encouraged to integrate these experiences about American students who study abroad into the international education they provide. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Investigating EFL Prospective Teachers' Ability to Translate Culture-Bound Expressions (ED503396)
Badawi, Mohamed Farrag
Online Submission
Reports - Research
N/A
Descriptors: Translation; Foreign Countries; Preservice Teachers; Language Teachers; English (Second Language); Language Patterns; Foreign Culture; Verbal Ability; Language Tests; Questionnaires
Abstract: The basic objective of the present study is to investigate EFL Saudi prospective teachers' ability to translate culture-bound expressions and their translation strategy awareness. The study attempted to answer two questions: (1) To what extent are EFL Saudi prospective teachers able to translate culture-bound expressions? (2) To what extent are EFL Saudi prospective teachers aware of translation strategies? The study sample included 43 EFL Saudi prospective teachers (fourth-year students) at the Teachers' College, University of Tabuk, KSA. To collect the required data, a translation test and translation strategy awareness questionnaire were developed, validated, and administered. The two measuring instruments were administered to the participants during their final second term exam of the academic year 2007-2008. The participants were asked to translate 20 items where each item contained a culture-bound expression. At the same time, the participants were asked to respond to the translation strategy awareness questionnaire by ticking the strategies they use for translating the test items. Results revealed that 86.05% of the EFL Saudi prospective teachers were unable to pass the translation test confirming their inability to translate culture-bound expressions. Moreover, EFL Saudi prospective teachers' translation strategy awareness was poor as they got 40.24%, while the cut-off level was 50%. Finally, some educational implications and recommendations for translation instruction were suggested. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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6. Reusable, Lifelike Virtual Humans for Mentoring and Role-Playing (EJ751854)
Sims, Edward M.
Computers and Education, v49 n1 p75-92 Aug 2007
2007-08-00
Descriptors: Foreign Culture; Educational Technology; Military Personnel; Mentors; Cultural Awareness; Role Playing; Retention (Psychology); Second Language Learning; Computer Software; Computer Simulation; Student Motivation; Web Sites; Computer Uses in Education; Animation; Teaching Methods
Abstract: Lifelike, interactive digital characters, serving as mentors and role-playing actors, have been shown to significantly improve learner motivation and retention. However, the cost of modeling such characters, authoring and editing their interactions, and delivering them over limited-bandwidth connections can be prohibitive. This paper describes a framework, authoring tools, and Web-based run-time environment that support the creation of training scenarios using digital virtual humans and other reusable 3D components. By conforming to the Humanoid Animation (H-Anim), Extensible 3D, and ADL Shareable Content Object Reference Model specifications, these 3D components are designed to promote reuse and interoperability at several levels. Recently, these software tools were used to develop prototype lessons in foreign language and cultural familiarization for use at the Defense Language Institute Foreign Language Center. These lessons include simulations in which the student, taking the role of a US soldier, interacts with the local population of a foreign culture in authentic situations, using both English and the local dialect. Digital virtual humans are used to represent not only the soldier, and the role-playing actors; but also a mentor who reviews language and cultural learning points, and provides remediation. Using these prototype lessons as examples, we review the potential advantages of the technology in other training applications. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Tea Tells All (EJ798309)
Roever, Carol
Business Communication Quarterly, v70 n2 p191-194 2007
2007-00-00
Descriptors: Foreign Countries; Foreign Culture; Cultural Differences; Prosocial Behavior; College Faculty; Personal Narratives
Abstract: A beverage, as well as the way it is served, can be a window into the soul of a culture. For the author and her husband, Turkish tea helped them understand and enjoy the culture of Turkey. They learned that the broad nuances of culture can be as instructive as a classroom experience. The tea story begins in Chicago in the spring of 2005 when the author went to the Turkish Consulate to submit her application to teach at Yeditepe University in Istanbul during the 2005 fall semester. In this article, the author shares what she learned about the Turkish culture from its consumption of tea. The most obvious lesson was the depth and breadth of Turkish hospitality. No matter where they were, tea was offered. Furthermore, they were guests, and the Turks wanted to wait on them, to welcome them to their home or their place of business. The Turks extended their hospitality along with their tea. Along with the tea came conversation. Along with the conversation came relationships that frequently developed into friendships that the author and her husband continue to nurture. Americans can learn a lot from the Turks and their hospitality; their behavior underscores the importance of capturing the moment, of sharing time with friends. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Loss of Face among Chinese Businesspeople in Intracultural and Intercultural Business Interactions (EJ795652)
Cardon, Peter W.; Scott, James Calvert
Delta Pi Epsilon Journal, v49 n3 p19-39 Fall 2007
Descriptors: Investigations; Cross Cultural Studies; Criticism; Foreign Countries; Business; Interviews; Self Esteem; Emotional Response; Rejection (Psychology); Interpersonal Relationship; Intercultural Communication; Cultural Traits; Business Communication; Reputation; Attitudes; Foreign Culture; Business Administration Education; International Trade; Administrator Attitudes; Administrators; Cultural Awareness; Cross Cultural Training
Abstract: Problem: No systematic research has been conducted about loss of face in Chinese business culture. General research questions: What causes Chinese businesspeople to lose face when conducting business intraculturally and interculturally? Setting: People's Republic of China. Participants: 34 Chinese businesspeople from Beijing, Shanghai, Guangzhou, Hong Kong, and Taiwan. Methods: Structured open-ended interviews. Main findings: In intracultural business the major causes of loss of face were public criticism and rejection, with mild responses to loss of face except when subordinates caused superiors to lose face and sometimes when a peer caused another peer to lose face. In intercultural business the major causes of loss of face were foreigners' arrogance, politics and international events, and foreigners' criticism, with most responses to loss of face being minor. Recommendations: Recommendations are provided for businesspeople operating in the Chinese environment and for researchers conducting investigations about face in Chinese business culture. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. A Bleacher-Seat View of Cultural Capital: How Bad Is a Dented Bat? (EJ791384)
Lundberg, Carol A.
About Campus, v11 n6 p8-12 Jan-Feb 2007
Descriptors: First Generation College Students; Foreign Culture; Disadvantaged; Socioeconomic Background; Social Support Groups; College Faculty; Social Capital; Role of Education; Educational Environment; Higher Education; Comparative Analysis; Team Sports
Abstract: The author has become increasingly drawn to the notion of cultural capital and its explanatory function in regard to the experience of students in higher education, particularly students whose families have not shared the privilege granted by a college education. Through seasons of watching Little League, the author has discovered that there is capital in baseball as well, and it functions in some ways that are quite similar to cultural capital. Using the analogy between baseball capital and cultural capital, the author reflects the ways in which students who enter college with less cultural capital are disadvantaged, not through their ability or their commitment but through having less access to relationships and sources that foster success simply because the people involved understand higher education and can help students negotiate their way through an often complex maze. That disadvantage can be lessened when faculty and student affairs professionals share their capital with first-generation students. In the game of education, faculty members, student affairs professionals, and experienced students have lots of capital. Educators cannot influence every decision, every play that happens in the lives of their students, but they can be good company. They can provide the perspective of one who has played longer, who understands the game better. Perhaps most important, they can recognize a disheartened player, a student with questions he dares not ask, or a weary mother for whom quitting the game looks better than finishing the game. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Humble and Hopeful: Welcoming First-Generation Poor and Working-Class Students to College (EJ791382)
Oldfield, Kenneth
About Campus, v11 n6 p2-12 Jan-Feb 2007
Descriptors: First Generation College Students; Working Class; Academic Persistence; Foreign Culture; Economically Disadvantaged; Socioeconomic Background; Social Support Groups; College Faculty; Disproportionate Representation; Social Capital; Role of Education; Fear of Success; Educational Environment
Abstract: For first-generation poor and working-class college students, surviving the social challenges of higher learning can be at least as demanding as achieving a high grade point average. To increase the odds that first-generation students with low-socioeconomic status backgrounds will persist and prosper in college, it is vital that their chosen schools offer them an adequate social support system throughout their stay. These students must be helped to understand that they are entering a foreign culture, a place that can be quite forbidding. The ultimate goal should be reforming the campus culture so that it better reflects the lives of all who go there, irrespective of their socioeconomic background. In this article, the author, as a first-generation working-class college student who became a faculty member, offers his insights and recommendations after 40 years in the academy. He discusses the lessons he wishes he had learned before going to college and concludes by proposing some reforms that all colleges should enact to better meet the unique needs of their first-generation poor and working-class students. (Contains 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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