Border Pedagogy as a Conduit to Greater Understanding

Autor/in	Cashman, Timothy G.
Titel	Border Pedagogy as a Conduit to Greater Understanding
Quelle	In: Multicultural Education, 20 (2013) 2, S.2-9 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Foreign Countries; War; Social Studies; Cross Cultural Studies; Teacher Attitudes; Teaching Methods; Student Attitudes; Public Policy; Lesson Plans; Classroom Communication; Discourse Analysis; Role of Education; Educational Change; Conflict; Comparative Education; Interviews; Case Studies; Canada; Iraq; Malaysia; Mexico; United States + Suchen Sie Ihr Suchwort? Ausland; Krieg; Gemeinschaftskunde; Cultural comparison; Kulturvergleich; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Öffentliche Ordnung; Lesson planning; Unterrichtsplanung; Klassengespräch; Diskursanalyse; Bildungsauftrag; Bildungsreform; Konflikt; Vergleichende Erziehungswissenschaft; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Kanada; Irak; Mexiko; USA
Abstract	The article describes a study that was conducted in Malaysia, and at the borders of Chihuahua, Mexico, and Ontario, Canada, to compare the reactions of social studies teachers from Canada, Malaysia, and Mexico to the bombing of Iraq by the U.S. on March 20, 2003. The key objective of the investigations in all three countries was to uncover attitudes and pedagogical comparisons of educators and their students regarding recent and current U.S. policies. The influence of the curriculum, transnational studies and understanding of border pedagogy on lesson planning were explored. Five questions guided this research in the three countries: (1) How much time is devoted to the discussion of U.S. policies? (2) How much open discourse exists in classrooms? (3) What, if any, ideological differences are evident in classrooms during their discussions that included U.S. policies? (4) How have discussions of U.S. policies changed over recent years? and (5) Why should others, and particularly Americans, be informed of perspectives in another country's social studies classrooms? This study provides additional insight about the impact of U.S. international policies, including the nation's recent courses of action. It also seeks to uncover the following in Malaysia, Mexico, and Canada: What are the perceptions of educators and how do educators report on their classroom discussions of U.S. policies and, in particular, U.S.-led wars and anti-terrorism measures? The findings indicate that U.S. educators can learn from the narratives of educators in other countries. If genuine change is to occur, the present U.S. educational system must play a significant role in investigating and addressing the root causes of global conflicts. (Contains 2 tables.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10