Literaturnachweis - Detailanzeige
Autor/in | Bautista, Julius |
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Titel | Uncomfortable Pedagogy: Experiential Learning as an Anthropological Encounter in the Asia-Pacific |
Quelle | In: Pedagogies: An International Journal, 13 (2018) 3, S.246-259 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1554-480X |
DOI | 10.1080/1554480X.2017.1409120 |
Schlagwörter | Teaching Methods; Experiential Learning; Anthropology; Stereotypes; Self Concept; Cultural Differences; Religious Factors; Islam; Foreign Countries; Student Attitudes; Cultural Awareness; Ethics; Ethnography; Transformative Learning; Summer Programs; High School Students; Religious Education; Asia; Indonesia; Singapore; Tennessee; Cambodia; Thailand Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Anthropologie; Klischee; Selbstkonzept; Kultureller Unterschied; Ausland; Schülerverhalten; Cultural identity; Kulturelle Identität; Ethik; Ethnografie; Pädagogische Transformation; Sommerkurs; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Asien; Indonesien; Singapur; Kambodscha |
Abstract | This paper features a discussion of how educators can channel anthropological practices towards the enhancement of experiential learning (EL) teaching methods, particularly on the topic of religion across the Asia-Pacific. I argue that our capacity to achieve curricular objectives through EL calls for an attentiveness to the affinity between the empirical challenges confronted by ethnographers, who work to create rapport between researcher and subject, and classroom teachers who seek to cultivate a conducive learning environment beyond the classroom walls. I show the pedagogical implications of the ways anthropologists have operationalized their discipline's "critical turn" by highlighting two experiential domains: (1) through activities of "uncomfortable" stereotype self-inventory and (2) through a dialogic pedagogy that pursues meaningful learning outcomes through the "struggle" to recognize inter-cultural and religious agency among students. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |