Cultura curso de verano cerp atlántida 2011 sin films

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This ppt was presented by Cecilia M de Rennie at Cerp del Sur in February 2011
Sorry for the delay- Hope you enjoy it

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Cultura curso de verano cerp atlántida 2011 sin films

  1. 1. Making sense of «culture» in Formación Docente Cecilia Molinari de Rennie [email_address]
  2. 2. Aims
  3. 3. THE NEW AGENDA OF EDUCATION
  4. 5. Two conceptions of «culture»
  5. 6. Culture and globalization (W. Mignolo 1998) 1500’s 1800’s 1900s 21 st century HISTORICAL EVENT Spanish conquest of America: “literal” globalization Industrial Revolution Industrial Revolution Capital SITE OF POWER Spanish Empire British Empire United States Global market KEY Christianization Civilization Development Participation DICHOTOMY Christian/heathen Civilized/ barbarian Developed/ underdeveloped Insiders/ outsiders CULTURE «true faith» as European treasure; imperative to propagate faith «treasure» that belongs to Europe to be enjoyed by other cultures Site of theory vs. Site of «corpus» Language- Literature-Culture: European Resignification of minority cultures Dïversity EDUCATION Religious studies Liberal Humanism Works of great civilizations «English» Multiculturalism Cultural studies
  6. 7. The question of «relevance»
  7. 8. Curriculum planning in Uruguay: Teacher Education
  8. 9. EFL and the discourses of globalization
  9. 10. THE INCLUSION OF “CULTURE” IN THE LANGUAGE CURRICULUM   Communicative Classical Instrumental/Value-free Deconstructionist Competence L- CULTURE Culture separate from L points Language secondary to Culture Language as mechanism of cultural transmission; TSs manipulated by implicit messages due to cultural construction of texts Knowledge of a language’s culture essential to full understanding of nuances of meaning APPROACH COMMUNICATIVE CLASSICAL-CURRICULUM INSTRUMENTAL VALUE-FREE CRITICAL LITERACY AND CRITICAL DISCOURSE ANALYSIS ETHNOGRAPHY LANGUAGE L quickly usable in specific contexts Access route to culture Contextualized in Ss’ own region and culture L gives access to communities that share knowledge/socioeconomic function L perpetuates a social order and value system implicit in its forms of use Has a singular nature and becomes the single collecting ground for products of diverse cultural practices in which it is involved CULTURE Source of “carrier content” Can enhance intellectual value of the L danger of cultural contamination Financial, technological and scientific knowledge as value-free Values promoted through implicit messages A culture involves series of social practices surrounding the use and creation o f written language. EXAMPLE: Racial video to enhance discussion skills Ancient Languages (language of logic and rationality) EFL in Uruguay         Holme, R. (2003) "Carrying a baby in the back: teaching with an awareness of the cultural construction of language" In Context and Culture in Language Teaching and Learning, Ed. M. Byram & P. Grundy Clevedon: Multilingual Matters Ltd. Pp. 18-21
  10. 11. Working with culture at FD Introducción a la Literatura (1st year)
  11. 15. Rethinking taste: a freakish parade Andrea González (colegio privado de Florida)
  12. 16. Describing clothes
  13. 17. Discussing Fashion
  14. 18. Problematizing taste
  15. 19. Organising and event: a freakish fashion parade
  16. 21. «My monster, myself» Soledad Fortunato, Liceo N 3 Florida <ul><li>Cultural studies: </li></ul><ul><ul><li>Teenage culture </li></ul></ul><ul><ul><li>Freaks, losers, monsters </li></ul></ul><ul><li>Classroom culture: </li></ul><ul><ul><li>Cooperation </li></ul></ul><ul><ul><li>Independence </li></ul></ul><ul><ul><li>Critical thinking </li></ul></ul><ul><ul><li>Celebrating differences </li></ul></ul>
  17. 22. <ul><li>Study texts </li></ul><ul><li>Discuss topics </li></ul><ul><li>Design creatures </li></ul><ul><li>Build creatures </li></ul><ul><li>Presentation </li></ul><ul><li>Round-up </li></ul>
  18. 23. <ul><li>In what ways the context in which you work facilitates or hinders the implementation of </li></ul>
  19. 24. Educational Change: towards a society of knowledge
  20. 25. Institutional change
  21. 26. Bibliography <ul><li>Barrel, B. & Hammett, R. (2000) Advocating Change: Contemporary Issues in Subject English Toronto: Irwin Publishing </li></ul><ul><li>Beyerlein, M., Beyerlein S., Kennedy, F. Eds. 2005 Advances in Interdisciplinary Studies of Work Teams, Vol II, 33-72 Amsterdam: Elsevier </li></ul><ul><li>Byram, M. & Esarte-Sarries, V. (1991) Investigating cultural studies in foreign language teaching. A book for teachers . Clevedon: Multilingual Matters </li></ul><ul><li>Byram, M. & Grundy, P. (2003) &quot;Introduction: Context and Culture in Language Teaching and Learning&quot; In Context and Culture in Language Teaching and Learning , Ed. M. Byram & P. Grundy Clevedon: Multilingual Matters Ltd.  </li></ul><ul><li>Cullen, C. 2004 Perfiles ético-políticos de la educación Buenos Aires: Paidós </li></ul><ul><li>Gair í n, J. 2003 “El profesor universitario en el siglo XXI” In La universidad ante la nueva cultura educativa Ed. C. Monereo y J. Pozo Madrid: UAB-Síntesis </li></ul><ul><li>Genesee, F. et al. (2006) Educating English Language Learners Cambridge: CUP  </li></ul><ul><li>Hall, G. 2005 Literature in Language Education New York: Palgrave </li></ul><ul><li>  Holme, R. (2003) &quot;Carrying a baby in the back: teaching with an awareness of the cultural construction of language&quot; In Context and Culture in Language Teaching and Learning , Ed. M. Byram & P. Grundy Clevedon: Multilingual Matters Ltd.  </li></ul>
  22. 27. <ul><li>Kramsch, C. (2003) &quot;From Theory to Practice and Back Again&quot; In Context and Culture in Language Teaching and Learning , Ed. M. Byram & P. Grundy Clevedon: Multilingual Matters Ltd. </li></ul><ul><li>Kramsch, C. , ed. ( 2004 ) Language acquisition and language socialization . Ecological perspectives. London and New York: continuum  </li></ul><ul><li>Lyotard, J. 1989 ¿Por qué filosofar? Cuatro conferencias Madrid: Paidós </li></ul><ul><li>Mignolo, W. (1998) &quot;Globalization, civilization processes and the relocation of languages and cultures&quot; In The cultures of globalization &quot; Ed. S. Fish & M. Miyoshi Durham and London: Duke University Press </li></ul><ul><li>Molinari de Rennie, C. (2010) “Aspectos ideológicos en el currículo de Introducción a la Literatura del Plan de Formación Docente, Instituto de Profesores ‘Artigas’” Entregado para su publicación en las Actas del II Foro de Lenguas , ANEP Montevideo, 2009 </li></ul><ul><li>Monereo, C. & Pozo, J. 2003 “La cultura educativa en la universidad: nuevos retos para profesores y alumnos” In La universidad ante la nueva cultura educativa Ed. C. Monereo y J. Pozo Madrid: UAB-Síntesis </li></ul>
  23. 28. <ul><li>P é rez, M., Pozo, J. y Rodríguez, B. 2003 “Concepciones de los estudiantes universitarios sobre el aprendizaje” In La universidad ante la nueva cultura educativa Ed. C. Monereo y J. Pozo Madrid: UAB-Síntesis </li></ul><ul><li>Southern, N. 2005 “Creating cultures of collaboration that thrive on diversity: a transformational perspective on building collaborative capital” In Collaborative Capital: Creating Intangible Value . Advances in Interdisciplinary Studies of Work Teams, Vol II , 33-72 Amsterdam: Elsevier </li></ul><ul><li>Torres-Guzmán. M & Barnard, R., ed. 2008 Creating Classroom Communities of Learning. International Case Studies and Perspectives Bristol: Cromwell </li></ul><ul><li>Van Dijk, T. (1995) &quot;What is critical discourse analysis&quot; In Japanese Discourse , Vol I, pp. 17-27 </li></ul><ul><li>Watkins, C. 2005 Classrooms as learning communities. What’s in it for schools? London and New York: Routledge </li></ul><ul><li>Zabalza, M. (2006) Competencias docentes del profesorado universitario. Calidad y desarrollo profesional . Madrid: Narcea  </li></ul><ul><li>Zhang, X. & Sims, H. 2005 “Leadership, Collaborative Capital, and Innovation” In Collaborative Capital: Creating Intangible Value . Advances in Interdisciplinary Studies of Work Teams, Vol II , 33-72 Amsterdam: Elsevier </li></ul>

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