Fostering Culturally Relevant/Responsive Pedagogy and Global Awareness through the Integration of International Service-Learning in Courses

Autor/in	Mbugua, Tata
Titel	Fostering Culturally Relevant/Responsive Pedagogy and Global Awareness through the Integration of International Service-Learning in Courses
Quelle	In: Journal of Pedagogy, 1 (2010) 2, S.87-98 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1338-1563
DOI	10.2478/v10159-010-0011-8
Schlagwörter	Culturally Relevant Education; Service Learning; Social Justice; Experiential Learning; Cultural Awareness; Foreign Countries; Global Approach; Teacher Attitudes; Teacher Education; Graduate Study; Course Descriptions; Multicultural Education; Educational Benefits; Behavior Patterns; Elementary Schools; Intercultural Communication; African Languages; Kenya; Pennsylvania + Suchen Sie Ihr Suchwort? Service-Learning; Soziale Gerechtigkeit; Experiental learning; Erfahrungsorientiertes Lernen; Cultural identity; Kulturelle Identität; Ausland; Globales Denken; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Kursstrukturplan; Multikulturelle Erziehung; Bildungsertrag; Elementary school; Grundschule; Volksschule; Interkulturelle Kommunikation; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Kenia
Abstract	Educators are being asked to respond to the forces of globalization and human interconnectedness that characterize the 21st century. These forces are resulting in changing population demographics and increased migration which is bringing a new complexity to cultural and ethnic diversity within regions, local communities and ultimately in elementary school classrooms. As a response, institutions of higher learning are seeking ways of preparing pre-service teachers who are culturally sensitive and globally aware and who will in turn prepare young children to be world citizens. One way of achieving this goal is to integrate an experiential service-learning component in courses as a way of expanding pre-service teachers perspectives to the world while enhancing their cultural competence, understanding of others different from themselves, commitment to social justice issues, and mastery of course content. This manuscript describes the development of a graduate course at a university in northeast USA, and the subsequent implementation of the course in Kenya with an integrated international service-learning component. Ideas of scholars on multicultural education, global education, culturally relevant pedagogy and service-learning will be used as a way of framing the discussion topic. The positive rewards and some challenges of this course will be discussed along with some concluding remarks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01