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Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011
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Challenges of International and multicultural Education - Tatiana Indina - Heritage University - Fulbright_2011

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lecture in Indian Reservation, Northwestern Indian College (Lummi tribe), Washington State, USA, Tatiana Indina, Fulbright program 2011

lecture in Indian Reservation, Northwestern Indian College (Lummi tribe), Washington State, USA, Tatiana Indina, Fulbright program 2011

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  • 1. TATIANA A. INDINAKennan Institute, Wilson Center Washington DC, Moscow, Russia 1
  • 2. Russian academy of education, Moscow, Russia
  • 3. Wilson center, KennanInstitute, Washington DC
  • 4. Specifics of tribal education Indigenous education is the realization that ritual, myth, vision, art, and learning the art of relationship in a particular environment, facilitating the health and wholeness of the individual, family, and community. Education for wholeness, by striving for a level of harmony between individuals and their world, is an ancient foundation. The main goals are wholeness, self-knowledge and wisdom.
  • 5. Culture specific instruments• Storytelling – using metaphors, fairytales, legends as a source of information;• Tribal leaders experience;• Games and competitions;• Art projects; festivals;• Creative tasks on synthesizing traditions and innovations
  • 6. Methods for training & practical work• Meditations, visualizations; reflections;• Expectations, questions, feedback;• Warming up games and psycho techniques;• Communicative games (group, team games);• Cases, tests, individual tasks; discussions;• Presentations; modeling, constructions;• Practical tasks; role and strategic games, project work;• Work with documents; papers; ideas;• Creative tasks;
  • 7. Psychological challenges for tribal education• Establishing a dialogue full of trust;• Mentorship and personal coaching;• Motivation and personality growth;• Psychotherapy in crisis situations;• Career guidance;• Life coaching;• Peer relations correction;• Teacher-teacher relationship;• Establishing relationship with family;• Student – Teacher relationship;• Individual approach;• Choosing an effective style of education
  • 8. Tribal education challenges• Which are biggest education challenges you face in your work?• Which discoveries, insights you had regarding in tribal education process – share;• Which tools/instruments you use in your work;• What are culture- specific instruments you use in your work?
  • 9. Discussion• Students motivation;• Style of communication;• Assessment methods;• Improving academic performance;• New methods of education;• Connecting past and future;• Personality of the teacher.
  • 10. Challenges of native culture education in Kyrgyzstan• Lack of finance and governmental support;• Lack of supplies; facilities and methodological base (computers,• books in libraries etc);• Translation of materials and textbooks to native language;• Lack of qualified teachers;• Establishment of educational standards;• Low academic performance;• Education-work balance;• Intercultural problems of communication (conflicts, fights);• Problematic families; low income families;• Cultural differences in meanings and understanding ;• Modernization and correspondence to national and international standards;• High costs of education for low income families, private funding;• Conflicts of values and motivation brought by school and media;• Conflict between values brought by educational systems and modern society;
  • 11. Kyrgyzstan experience;• Deeper discussions;• Surveys, evaluations;• Student and faculty focus groups;• Campus media for informational exchange and communication; website, blogs;• Developing philosophy of teaching and learning;• Student research projects;• Native language courses and curriculum;• Events and conferences; Incentives;• Student organizations;• Mentor programs;• Teambuilding and training programs;• Development of shared governance;
  • 12. Challenges of cultural education in Russian republics of Chechnya and Ossetia• Nationalism due to religious differences;• Dress code for students;• Strict family education;• Different values systems;• Informal, radical (fan) groups;• Women rights;• Correspondence to Russian Federation education standards; diplomas, certificates;• Establishing connection between cultures;• Traditional and modern values;• Development of intercultural tolerance;• Freedom and consciousness of choice
  • 13. Methods to improve cultural education implemented in Ossetia• Lessons of nation history; literature; culture• National holidays and celebrations;• National music songs, dances, costumes ;• Native language exams;• Religious education;• Meetings with native famous people;• Summer camps; schools;• Contests; Olympiads; conferences• on national culture
  • 14. Ways to improve cultural intelligence & Intercultural competence• Learning more about native and other cultures;• Development of personal identity;• Development of systematic thinking and analysis,• Providing education on cultural differences and traditions;• national character and ethno psychology;• Training conflict management skills;• Lessons of history, politics, culture of other countries;• Knowing norms of behavior, etiquette, taboos, rituals, life styles; specifics of nonverbal communication in other cultures;• Learning to be informed; conscious; respectful and open minded;• Cultural exchanges; meeting students from other cultures; travelling; tv programs;• Developing correct attitudes towards other cultures;• Lessons of language – not only about language but• about culture;
  • 15. Methods, tools, instruments• Problematic learning (team work, research, questions);• Cases, examples, stories, illustrations, facts;• Audio –visual instruments; movies; video courses; distant learning;• Practical work; home work;• Positive experience; group support;• Stories of success; interviews;• Excursions, impression experience;• Demonstration; personal experience;• Reflection, brain storms;• Mind maps; art projects;• Establishing dialogue; asking questions;
  • 16. Types of Problematic-Developing education (Elkonin-Davydov school)• Monologue method; (lecture)• Dialogue method of education; (discussion)• Heuristic method of education; (Q&A)• Research method; (Problem solving);• Algorithmic method of education; (algorithm and example);• Programming method• (self-learning, computer based• learning)
  • 17. Model of developing education Social Learning Social environment environment Correction Personality Cultural development education
  • 18. Comparison of traditional and developing education systemsParameters Traditional Developing education educationGoals Learning General development (knowledge, (personality, moral and information, spiritual education) skills)Methods Illustrative, Development through demonstrative practical Activity, methods problematic learningTeacher Knowledge Organizer of students transmitter research activityStudent Object, Active change manager, participant transformat0r
  • 19. Culture-historical theory of development (L.S. Vygotsky)• 2 lines of human development: natural and cultural;• Higher, social psychic functions (intelligence, memory, speech, abstract thinking, attention, imagination) are developed through education in socium and culture;• Role of sighs and words in mediating development;• of intelligence and higher psychic functions;• Signs are s• Culture is interiorized through language• In children games ;• Role of the game in learning;• Development of cognitive functions through culture;• Zones of nearest development;• Children psychic development;• Development is determined by interaction with social environment;• Education is the mechanism of development;• Development is formation of personality through culture;
  • 20. Luria theory of historical development of cognitive functions• 1930 и 1931 expeditions to Uzbekistan and Kyrgyzstan;• Influence of cultural factors on psychic processes in Illiterate population and low level educated farmers;• Development of system of meanings through language and culture;
  • 21. Tools: personal coaching for leaders• Opportunity to discuss vision, actions and ideas;• Receive professional expertise and advise;• Objective feedback;• Reflection and understanding;• Analysis and improvement; СOACHING COUNTRY PROFESSIO INFRASTR NAL UCTURE NETWORK
  • 22. Tools: Leadership training programs• Assessment seminars;• Project management;• Athletic competitions and outdoor activities;• Professional competition;• Delegating administrative functions.• MBS, Mirbis, Arsenal, NES, etc..
  • 23. Building professional careerCorporate career • Business careerHigher education; • Higher education;MBA; Career • EntrepreneurshipCV and interviews; opportunities; consulting • Laws and policies forManagement skills; small business;Teamwork andpersonal goals. • Creative ideas; • Research career • Fundraising and Investor • Higher education; relations; • Choosing a field; • Management • Getting PhD; &marketing skills • Postdoc opportunities; • Teaching and research; • Publications and reputation in academia
  • 24. Case: Startuppoint, Russia
  • 25. Case: Skolkovo project, Russia
  • 26. Case: First Robotics, USA (www.usfirst.org)
  • 27. Tool: webinars and distant learning• Changing work, social and education patterns..• Broader geography (optimal for education in remote area);• Adult learning;• Children, middle school students;• Media programs;• Disabled and homebound;• International education;• Non native language speakers;
  • 28. Tools:Using media and social media to create opportunities
  • 29. Tools: NGOs and professional organizations• Association for the Advancement of Computing in Education (AACE)• National Council for the Social Sciences (NCSS)• National Science Teachers Association (NSTA)• Society for Information Technology and Teacher Education (SITE)• The Council for Exceptional Children (CEC)• The National Association for the Education of Young Children (NAEYC)• National Council of Teachers of English (NCTE)• National Education Association (NEA)• Center For International Cooperation• Worldwide Network of The Experiment in International Living• The Secretariat of Youth for Habitat International Network• UNICEF• UNESCO
  • 30. Tools: Professional societies and conferences
  • 31. Tools: Grants and scholarships• NSF Specialized Funding Programs;• Minority Research Fellowships;• Ford foundation diversity fellowship;• SOROS programs; Peace corps;• American council of learned societies;• American council for international education;• NRSA (National Research Service Award);• American Academy of Arts and Sciences;• AAS- National Endowment for the Humanities;• US department of Health and Human services;• Universities programs and scholarships;• www.hih.gov; www.nsf.gov; etc..
  • 32. Tools: international education programs• Student international exchange programs Fulbright; AESEC; work and travel• American Overseas Research Centers• Business and International Education• Centers for International Business Education• Foreign Language and Area Studies Fellowships• Institute for International Public Policy• International Research and Studies• Language Resource Centers• National Resource Centers• Summer schools;
  • 33. ISSUES CONFRONTING HIGHER EDUCATION• ƒAcademic quality;• ƒPhysical infrastructure of the university;• ƒCurricula development that reflects social problems;• ƒSetting clear standards for faculty and student conduct;• ƒAccess for low-income students;• ƒDefining reasonable conditions for foreign students
  • 34. Global CHALLENGES• Intellectual capacity building;• Improving academic performance; student success or academic excellence;• Creating teaching and learning initiative;• Building a dialogue between students and faculty;• Providing mutual understanding and better communication in multicultural institutions;• Native scholarship and leadership programs;• Cultural diversity and equal rights for learning;• Leadership and community development based on traditional practice;• Integration of traditions and innovation;• Culture specific educational programs;
  • 35. Trends in international educationIn Russia and USA- Globalization;- Sophistication;- Implementation of technological innovations;- International partnership; exchange programs; increasing number of students studying abroad;- Standardization of degrees worldwide;- High competition;

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