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Ways of translating: an immersive experience of the international classroom - Sajeva & Warren

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Presented at LILAC 2017

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Ways of translating: an immersive experience of the international classroom - Sajeva & Warren

  1. 1. Ways of Translating An immersive experience of the international classroom
  2. 2. Monica & May Story Classroom Teaching community Practice Conversation Tensions Sharing Anecdotal
  3. 3. Say hello
  4. 4. Selfies A powerful technocultural device to quickly socialise a group
  5. 5. Getting immersed…. Rules: Keep your persona secret
  6. 6. Influencing factors… • Culture shock • Alternative ethics, aesthetics and knowledge • Transmissive / Transformative • Sociocultural positioning • Collectivism / Individualism • Inter-cultural competencies • Digital Access • Language
  7. 7. Classroom Worksheet – Peer learning Presentation
  8. 8. Classroom Simulation Stay in persona
  9. 9. Game Over
  10. 10. Discussion
  11. 11. Thank you May Warren – m.warren@csm.arts.ac.uk Monica-carmela Sajeva – m.sajeva@arts.ac.uk Feedback Questions Conversation
  12. 12. Resources Higher Education Academy (2014) Intercultural competencies. York: HEA Higher Education Academy (2014) Internationalising Higher Education Framework. Tadaki, M. (2013) ‘How are we doing higher education Internationalisation?’ in University World News, Issue 274 SCONUL (2008) Library services for international students. London: SCONUL UNESO (2013) Intercultural competences: conceptual and operational framework. Paris: UNESO Pot luck / L'Auberge Espagnole (2002) Directed by Cedric Klapisch [DVD] UK: Cinefile world Korean Billy (2017) Roadman (London) Dialect Words. Available at: https://www.youtube.com/watch?v=VV0BB0CxIFk [ Accessed: Jan 2017)
  13. 13. Images 1. Bowl, 1956-61 (enamelled metal), Norwegian School (20th century) / The Geffrye Museum of the Home, London, UK / Bridgeman Images 2. Beer vessel, Zulu, early 20th century (ceramic), South African School, (20th century) / Indianapolis Museum of Art, USA / Carl H. Lieber Memorial Fund / Bridgeman ImagesLung-ch'uan Bowl (ceramic), Chinese School, Ming Dynasty (1368-1644) / Davis Museum and Cultural Center, Wellesley College, MA, USA / Gift of Dr. and Mrs. Lester S. King (Marjorie Meehan, Class of 1926) / Bridgeman Images 3. Tea Bowl, 1994 (ceramic), Voulkos, Peter (1924-2002) / Museum of Fine Arts, Houston, Texas, USA / The Leatrice S. and Melvin B. Eagle Collection, museum purchase funded by the Caroline Wiess Law Accessions Endowment Fund / Bridgeman Images 4. Bowl, c.1525 (earthenware with lustre glaze), Italian School, (16th century) / Manchester Art Gallery, UK / Bridgeman Images 5. Spouted Bowl, Edo period, 1632 (wood with lacquer), Japanese School, (17th century) / Saint Louis Art Museum, Missouri, USA / Bridgeman Images 6. Bowl, 1050-1200 (earthenware with slip paint), Native American / Museum of Fine Arts, Boston, Massachusetts, USA / Museum purchase with funds donated by Mr. and Mrs. Peter S. Lynch, Anne and Joseph P. Pellegrino, an anonymous donor, and Frank B. Bemis Fund / Bridgeman Images 7. Bowl, 1911 (glazed earthenware with applied slip decoration), American School, (20th century) / Saint Louis Art Museum, Missouri, USA / Funds given by the Decorative Arts Society / Bridgeman Images 8. Small bowl with feet, Classic, 650-750 AD (ceramic), Costa Rican School / Davis Museum and Cultural Center, Wellesley College, MA, USA / Bequest of Edith Pavlo Marget (Class of 1931) / Bridgeman Images 9. Bowl, c.1733 (glazed porcelain with enamel decoration & gilding), German School, (18th century) / Saint Louis Art Museum, Missouri, USA / Museum Purchase / Bridgeman Images 10. Tea bowl with carved lotus leaves, Goryeo dynasty (stoneware with celadon glaze), Korean School, (12th century) / Museum of Fine Arts, Boston, Massachusetts, USA / Special Korean Pottery Fund / Bridgeman Image 11. Bowl with flower and bird design, 1662-1727 (porcelain with glaze), Chinese School, Qing Dynasty (1644-1912) / Indianapolis Museum of Art, USA / Gift of Mr. and Mrs. Eli Lilly / Bridgeman Images 12. Umeke kumauna, bowl, 18th century (wood), Hawaiian School / Mark and Carolyn Blackburn Collection of Polynesian Art / Bridgeman Images 13. Lady's court shoes, c.1930 (kid leather) (see also 2625012-14), English School, (20th century) / Photo © Historic Royal Palaces/Claire Collins / Bridgeman 14. American Civil War, Union Army Shoes / Nelsonian Institute / Photo © Don Troiani / Bridgeman Images 15. Discussion group: Leonard McCombe / Hulton Archive / Getty Images / Universal Images Group 16. Mixed race boy thinking in front of blackboard: Jose Luis Pelaez Inc / Blend / Learning Pictures / Universal Images Group 17. Introduction of friends, Paris: David R. Frazier / Photo Researchers / Universal Images Group 18. Work: John Birdsall MR / John Birdsall Social Issues Photo Library / Press Association Images / Universal Images Group 19. Multi ethnic students holding up pictures in class: Ariel Skelley / Blend / Learning Pictures / Universal Images Group
  14. 14. What do we currently do to facilitate the aspirations of global participation and intercultural citizenship for Home Students ? ‘ I always think my Chinese friends are like stuck in the 1950s…it’s not a bad thing and I think we can learn a lot from them’ (UAL Home student)
  15. 15. What do we currently do to facilitate the aspirations of global participation and intercultural citizenship for International Students ? ‘We need to do more…but what?’ (UAL librarian returning from a termly course committee meeting)
  16. 16. Global Participant is a… global citizen who identifies with being part of an emerging world community and whose actions contribute to building this community’s values and practices. Intercultural citizenship An intercultural citizen takes in to account and shows respect for a continually expanding geopolitical and sociocultural context for their words deeds and beliefs.
  17. 17. Share our institutions’ & disciplines’ versions and approaches • Reflections post-it [3 mins] • Share [6 mins] Blue sky thinking • Reflections on post-it [3mins] • Share [4mins] Choose 3 ‘take away’ thoughts Feedback to the workshop [4mins]

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