A Foot in Both Camps: Lessons Learned about Without-Prejudice Teaching and Learning from Cross-Cultural Experience

Autor/in	Willis, Alison
Titel	A Foot in Both Camps: Lessons Learned about Without-Prejudice Teaching and Learning from Cross-Cultural Experience
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 32 (2019) 4, S.429-445 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Willis, Alison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2019.1597212
Schlagwörter	Cultural Awareness; Teaching Methods; Learning Processes; Developing Nations; Developed Nations; Standards; Western Civilization; Access to Education; Ethnography; Critical Theory; Cultural Context; Social Bias; Beliefs; Educational Opportunities; Teacher Student Relationship; Foreign Countries; Teaching Experience; Journal Articles; Comparative Education; Travel; Cultural Differences; Poverty; Moral Values; Social Differences; Teacher Role; Australia; Uganda + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Standard; Education; Access; Bildung; Zugang; Bildungszugang; Ethnografie; Kritische Theorie; Belief; Glaube; Bildungsangebot; Bildungschance; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Journal article; Zeitschriftenaufsatz; Vergleichende Erziehungswissenschaft; Travelling; Reisen; Reise; Kultureller Unterschied; Armut; Moral value; Ethischer Wert; Sozialer Unterschied; Lehrerrolle; Australien
Abstract	This paper articulates lessons learned about without-prejudice teaching and learning from a researcher-practitioner who has experience in both developing and developed contexts. Developing countries often look to Western countries for education standards, but Western countries rarely look to developing contexts where theory is being generated about divisions and access to education. This comparative study integrates lessons learned from both contexts. It uses an auto-ethnographic methodology and draws upon phenomenographic research and critical theory. The need for "emic" (insider) without-prejudice teaching and learning practices is articulated in three lessons: 1. culture privileges for or prejudices against students' access to education; 2. beliefs systems allow or deny access to learning opportunities and environments; and 3. student--teacher relationship can interrupt prejudice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01