Gender, Religion, and Sociopolitical Issues in Cross-Cultural Online Education

Autor/inn/en	Zaidi, Zareen; Verstegen, Daniëlle; Naqvi, Rahat; Morahan, Page; Dornan, Tim
Titel	Gender, Religion, and Sociopolitical Issues in Cross-Cultural Online Education
Quelle	In: Advances in Health Sciences Education, 21 (2016) 2, S.287-301 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-015-9631-z
Schlagwörter	Online Courses; Cross Cultural Training; Power Structure; Fellowships; Interdisciplinary Approach; Content Analysis; Public Health; Leadership; Discourse Analysis; Religion; Gender Differences; Allied Health Occupations Education; Health Personnel; Consciousness Raising; Information Technology; College Faculty; Computer Mediated Communication; Cultural Awareness; Transformative Learning + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Interkulturelle Orientierung; Fellowship; Stipendium; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Inhaltsanalyse; Gesundheitswesen; Führung; Führungsposition; Diskursanalyse; Geschlechterkonflikt; Medizinisches Personal; Bewusstseinsbildung; Informationstechnologie; Fakultät; Computerkonferenz; Cultural identity; Kulturelle Identität; Pädagogische Transformation
Abstract	Cross-cultural education is thought to develop critical consciousness of how unequal distributions of power and privilege affect people's health. Learners in different sociopolitical settings can join together in developing critical consciousness--awareness of power and privilege dynamics in society--by means of communication technology. The aim of this research was to define strengths and limitations of existing cross-cultural discussions in generating critical consciousness. The setting was the FAIMER international fellowship program for mid-career interdisciplinary health faculty, whose goal is to foster global advancement of health professions education. Fellows take part in participant-led, online, written, task-focused discussions on topics like professionalism, community health, and leadership. We reflexively identified text that brought sociopolitical topics into the online environment during the years 2011 and 2012 and used a discourse analysis toolset to make our content analysis relevant to critical consciousness. While references to participants' cultures and backgrounds were infrequent, narratives of political-, gender-, religion-, and other culture-related topics did emerge. When participants gave accounts of their experiences and exchanged cross-cultural stories, they were more likely to develop ad hoc networks to support one another in facing those issues than explore issues relating to the development of critical consciousness. We suggest that cross-cultural discussions need to be facilitated actively to transform learners' frames of reference, create critical consciousness, and develop cultural competence. Further research is needed into how to provide a safe environment for such learning and provide faculty development for the skills needed to facilitate these exchanges. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01