Uncomfortable Pedagogy: Experiential Learning as an Anthropological Encounter in the Asia-Pacific

Autor/in	Bautista, Julius
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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