Literaturnachweis - Detailanzeige
Autor/in | Willis, Alison |
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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 |
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 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 |