Cross-cultural Dimensions: Preparing for In-Country Study

Introduction

This unit is delivered by the University of Tasmania.

Welcome! Have you ever travelled to Asia, are you planning this and or is it something you may have considered for the future?

Cross-cultural Dimensions: Preparing for In-Country Study offers teachers the opportunity to develop understandings about culture, and to prepare themselves and others for in-country experiences. While the focus of Cross-cultural Dimensions: Preparing for In-Country Study is countries of Asia, understandings developed are transferable to other settings.

Teachers undertaking this unit will explore possibilities for their own (and their students’) in-country study experiences.

Specifically teachers will:

As well as theoretical concepts underpinning these issues, teachers will examine classroom dimensions and applications of the material. The module in divided into five smaller modules.

Unit Structure including Aims, Outcomes and Assessment

In particular this unit will enable teachers to:

The Unit Overview supplied below makes links between the objectives of the five modules, the content of each module and assessment tasks (two 2500 word assignments plus on-line Discussion Board Participation).

  Objectives Content
( * shows Discussion Board link. Participation in discussion is a requirement of the course) 		Assessment
(Participants are to choose one task from section A and one from section B. Discussion Board participation is mandatory.)
Module 1

Participants will be able to:

  • identify and explore a range of paradigms of culture;
  • identify issues connected with and globalization as a force of cultural change;
  • apply a model of experiential learning, reflection and action research to various contexts;
  • interrogate resources related to possible destinations for in-country visits to reveal paradigms of culture.
 Part 1: Introduction *
Learning cycle

Part 2: Models of culture Globalization*

Part 3: Synthesising and applying understandings of culture
  • Develop a case study that identifies and investigates forces of cultural change in an Asian setting. (A)
Module 2

Participants will be able to:

  • further explore their own cultural ‘locatedness’;
  • define, explore and critique intercultural competence;
  • provide examples of understanding and tensions in intercultural interaction.
 Part 1: Identity and cultural apprenticeship*

Part 2: Intercultural competence *

Part 3: Application of understandings to the experience of Asian students in Australia.
  • Write a personal reflection on an example of a cross-cultural encounter. Be explicit about the models of intercultural interaction and models of reflection that guide your thinking. (A)
  • Compare and contrast your own reactions and understandings of two manifestations of culture, one from your own culture and one from another (Asian) setting. Examples could be drawn from the Arts, popular culture, educational settings and so on. (A)
Module 3

Participants will be able to:

  • apply an inquiry framework to investigations of Asian countries and cultures;
  • identify a broad range of sources of information and expertise about Asian countries and cultures;
  • critically appraise sources of information;
  • define and use critical literacy to explore own culture, and those of others;
  • start to organise the ‘nuts and bolts’ aspects of an in-country experience.
 Part 1: Frameworks for inquiry – Kolb*; ethnography; critical-cultural approach

Part 2: Sources of information

Part 3: Some ‘nuts and bolts’ of organising an in-country experience*
  • Develop a framework for the use of a critical-cultural approach within the Studies of Asia. Include both theoretical considerations along with their practical, classroom applications. (A)
  • Develop a scenario in which you are the co-organiser of a group (family, colleagues, students) who are to take part in a short term, in-country experience within Asia. What theoretical and practical considerations will you utilise in helping the group to prepare? (B)
Module 4

Participants will be able to:

  • make connections with Studies of Asia: A Statement for Australian Schools;
  • articulate their understandings of classroom approaches to teaching and learning about culture;
  • make links between models of culture explored in previous sessions, and to frameworks of inquiry;
  • reflect on their own classroom approaches and strategies;
  • plan ways to connect in-country experiences with the classroom.
 Part 1: Studies of Asia curriculum emphases

Part 2: Classroom approaches to culture
Classroom texts

Part 3: Curriculum development*
  • Select three classroom texts on an Asian theme (‘texts’ can be interpreted broadly). Identify underlying paradigms of culture. Provide specific examples to support your argument and indicate how you could use these texts in a classroom to promote intercultural understanding. (B)
  • Provide details of a teaching package that utilises Information Communication Technologies for the study of Asian countries and cultures. Provide a rationale for your choices of content and strategies. (B)
Module 5

Participants will be able to:

  • construct a framework for personal and professional learning for an Asia in-country experience;
  • elaborate on models of inquiry and reflection;
  • make connections to own contexts;
  • integrate the learning from the previous sessions through action research into a practical exploration of an in-country experience.
 Part 1: Reflective practice

Part 2: Action research

Part 3: Synthesis and application*
Unit summary
  • Provide an in-depth account of an aspect of a country that you intend to visit. Give specific details of how you plan to add to your understandings whilst in-country. (B)