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How immersive simulations--from a fictional border-crossing site to a mock terrorist training camp--attempt to foster understanding across cultures
International Service Learning (ISL) borrows from the domains of service learning, study abroad, and international education to create a new pedagogy that adds new and unique value from this combination. It is a high-impact pedagogy with the potential to improve students’ academic attainment, contribute to their personal growth, and develop global civic outcomes. The international service experience provides opportunities for additional learning goals, activities, and relationships that are not available in a domestic service learning course or in a traditional study abroad course. The service experience develops reflection while shedding light on and providing an added dimension to the curricular component of the study abroad course. The international education component further broadens students’ perspectives by providing opportunities to compare and contrast North American and international perspectives on course content.This book focuses on conducting research on ISL, which includes developing and evaluating hypotheses about ISL outcomes and measuring its impact on students, faculty, and communities. The book argues that rigorous research is essential to improving the quality of ISL’s implementation and delivery, and providing the evidence that will lead to wider support and adoption by the academy, funders, and partners. It is intended for both practitioners and scholars, providing guidance and commentary on good practice. The volume provides a pioneering analysis of and understanding of why and under what conditions ISL is an effective pedagogy.Individual chapters discuss conceptual frameworks, research design issues, and measurement strategies related to student learning outcomes; the importance of ISL course and program design; the need for faculty development activities to familiarize faculty with the component pedagogical strategies; the need for resources and collaboration across campus units to develop institutional capacity for ISL; and the role that community constituencies should assume as co-creators of the curriculum, co-educators in the delivery of the curriculum, and co-investigators in the evaluation of and study of ISL. The contributors demonstrate sensitivity to ethical implications of ISL, to issues of power and privilege, to the integrity of partnerships, to reflection, reciprocity, and community benefits
Culture Myths is intended for all educators who work with culturally and linguistically diverse students. The book is designed to help readers observe, evaluate, and appreciate cultural differences in values, beliefs, behaviors, attitudes, and worldviews by focusing on the underlying and mostly invisible reasons for these differences. Developing an awareness of one's own cultural assumptions deepens understanding and empathy and contributes to the breaking down of the cultural barriers that can affect communication. A goal of this book is to help readers strike a balance between minimizing cultural differences and assuming similarities across cultures on one hand, and exoticizing other cultures or accentuating surface differences on the other. The myths about culture in the classroom explored in this book are: We are all human beings, so how different can we really be? The goal of education is to develop each individual's potential, Focusing on conversational skills in the classroom is overrated, Not looking at the teacher shows disrespect, How something is said is not as important as what is said, Everyone knows what a good instructional environment is, By the time students get to middle or high school, they know how to be a student. Book jacket.
In a time of intensifying xenophobia and anti-immigration measures, this book examines the impulse to acquire a deeper understanding of cultural others. Immersions in Cultural Difference takes readers into the heart of immersive simulations, including a simulated terrorist training camp in Utah; mock Afghan villages at military bases in Canada and the UK; a fictional Mexico-US border run in Hidalgo, Mexico; and an immersive tour for settlers at a First Nations reserve in Manitoba, Canada. Natalie Alvarez positions the phenomenon of immersive simulations within intersecting cultural formations: a neoliberal capitalist interest in the so-called “experience economy” that operates alongside histories of colonization and a heightened state of xenophobia produced by War on Terror discourse. The author queries the ethical stakes of these encounters, including her own in relation to the field research she undertakes. As the book moves from site to site, the reader discovers how these immersions function as intercultural rehearsal theaters that serve a diverse set of strategies and pedagogical purposes: they become a “force multiplier” within military strategy, a transgressive form of dark tourism, an activist strategy, and a global, profit-generating practice for a neoliberal capitalist marketplace.
First published in 1992, this book looks at the interaction between ideals and reality, with the focus upon social inequality and education in modern society, as well as the possibilities for education to lessen the related problems. The essays in this volume examine three forms of inequality in global society: aboriginal societies in modern industrial states; long-established communities that have been denied full status; and differences arising from recent population migrations. In doing so, it considers how education might support the efforts of all members of society to pursue the goal of equal status for all.
Taking an interdisciplinary approach, this volume brings together contributions by distinguished experts from different disciplinary fields for a multidimensional view on immersion in the visual arts and media. In the current media debate, immersion has frequently been linked to the advent of digital technology and its capacity to provide vivid sensations of being placed in or surrounded by an artificial space. The idea of ‘liquidity’ contained in this promise to plunge into another world informs wide areas of contemporary cultural imagination, referring to a myriad of phenomena that relate to experiences of uncertainty and instability, of complexity and change. Considering the fact, however, that the idea of ‘liquid’ spaces appeared long before the digital creation of augmented or virtual environments, the contributors to this volume trace its reemerging throughout the history of the visual arts and media. By focusing on selected works of painting and architecture, photography and cinema, video installation and media art, they explore the variability of immersive experiences according to the different media environments and interfaces that constitute the actual sites of historically shifting relations between media and users. Contributors are: Matthias Bauer, Jörg von Brincken, Robin Curtis, Burcu Dogramaci, Thomas Elsaesser, Ole W. Fischer, Gundolf S. Freyermuth, Ursula Frohne, Henry Keazor, Matthias Krüger, Katja Kwastek, Fabienne Liptay, Karl Prümm, Martin Warnke.
This thorough study will be of assistance to those seeking to understand the role of education in contemporary Canada. Education policy and practice regarding language and culture are highlighted, as is the crucially important question of cultural transmission.
Set yourself up for success as a nurse educator with the award-winning Teaching in Nursing: A Guide for Faculty, 5th Edition. Recommended by the NLN for comprehensive CNE prep, this insightful text is the only one of its kind to cover all three components of teaching: instruction, curriculum, and evaluation. As it walks through the day-to-day challenges of teaching, readers will benefit from its expert guidance on key issues, such as curriculum and test development, diverse learning styles, the redesign of healthcare systems, and advancements in technology and information. This new edition contains all the helpful narrative that earned this title an AJN Book of the Year award, along with updated information on technology-empowered learning, the flipped classroom, interprofessional collaborative practice, and much more. Coverage of concept-based curricula includes strategies on how to approach and implement concept-based lessons. Extensive information on online education discusses the use of webinars and other practical guidance for effective online instruction. Evidence-based teaching boxes cover issues, such as: how to do evidence-based teaching; applications of evidence-based teaching; implications for faculty development, administration, and the institution; and how to use the open-ended application questions at the end of each chapter for faculty-guided discussion. Strategies to promote critical thinking and active learning are incorporated throughout the text, highlighting various evaluation techniques, lesson planning insights, and tips for developing examinations. Updated research and references address forward-thinking approaches to education and trends for the future. Guidance on teaching in diverse settings addresses topics such as the models of clinical teaching, teaching in interdisciplinary settings, how to evaluate students in the clinical setting, and how to adapt teaching for community-based practice. Strong focus on practical content — including extensive coverage of curriculum development — equips future educators to handle the daily challenges and opportunities of teaching. NEW! Chapter on Interprofessional Education and Collaborative Practice focuses on the collaboration of care across patient care providers, emphasizing clear communication and shared patient outcomes. NEW! Renamed unit on Curriculum as a Process better reflects the latest QSEN competencies and other leading national standards. NEW! Renamed unit on Technology-Empowered Learning covers the use of technology for learning — including non-traditional course formats, active learning, flipped classrooms, and more.
This book adds a vital and overlooked dimensiondiversityto suicide assessments and interventions The literature on the relationship between culture and suicide has historically been widely scattered and often difficult to find. Cultural Diversity and Suicide summarizes that widespread literature so that counselors can begin to include diversity issues as important variables that can help them become even more effective when conducting suicide assessments or interventions. For ease of reading, Cultural Diversity and Suicide is divided into chapters based on ethnicity. The book avoids broad generalizations whenever possible, thus each chapter specifically discusses critical within-group variables (issues relating to gender, age, religion, and sexuality) that should be considered when conducting suicide assessments and interventions. Each chapter includes at least one case study and incorporates clear headings that make it simple to find specific information. Cultural Diversity and Suicide is not a book of cookie-cutter approaches to suicide prevention, nor is it a primer for the novice. Rather, it has been carefully designed to help counselors and counselors-in-training gain a fuller understanding of the issues that may lead individuals from diverse backgrounds to consider suicideand the cultural aspects of an individual’s heritage that can influence that person’s decision. Written for professionals who have a pre-existing understanding of how to work with suicidal clients, the book begins with a concise but essential overview of traditional suicide risk factors and a brief assessment model (an excellent memory refresher), and then moves quickly into specific diversity issues relevant to: European Americans African Americans Asian Americans Hispanic Americans Native Americans Cultural Diversity and Suicide explores ethnicity and its relationship to suicide (for example, suicide rate and reason differences based on ethnic group or ethnic identity), plus meaningful within-group variables such as: lesbian/gay/bisexual issues and the increase in suicide rate based on sexual orientation and sexual identity religious differencessuicide rates among various religious groups, religious differences in views of suicide, views of the afterlife, burial practices, and views of lesbian/gay/bisexual people cultural buffers, such as extended family and religious practice suicide prevention interventions based on cultural differences (essentially, how traditional suicide prevention programs can be altered to include new variables) This book is essential reading for everyone doing the vital work of conducting suicide assessments and interventions. Please consider making it part of your professional/teaching collection today.