Opening Our Imaginations: A Dialogue on Graduate Education

Autor/inn/en	Mittman, Elizabeth; Santos, Krsna
Titel	Opening Our Imaginations: A Dialogue on Graduate Education
Quelle	In: Unterrichtspraxis/Teaching German, 52 (2019) 2, S.237-241 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1221
DOI	10.1111/tger.12109
Schlagwörter	Graduate Study; Humanities; Student Diversity; Nontraditional Students; German; Second Language Learning; Second Language Instruction; State Universities; Cultural Awareness; Interdisciplinary Approach; Program Descriptions; Career Development; Teacher Student Relationship; College Faculty; Doctoral Dissertations; Doctoral Students; Educational Change; Teacher Attitudes; Student Attitudes; Student Needs; College Second Language Programs; Area Studies; Michigan + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Geisteswissenschaften; Humanwissenschaften; Deutscher; Zweitsprachenerwerb; Fremdsprachenunterricht; Staatliche Universität; Cultural identity; Kulturelle Identität; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Berufsentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Bildungsreform; Lehrerverhalten; Schülerverhalten; Landeskunde
Abstract	Graduate education in the humanities struggles with weighty traditions, constrained (fiscal) resources, and a legacy of elitism and cultural homogeneity. As the makeup of graduate students becomes ever more diverse in terms of income, ethnicity, sexuality, citizenship, and disability, graduate programs are working through the challenges and opportunities non-traditional students bring to light. An openness to rethinking the mission of German Studies at Michigan State University (MSU) -- a large Midwestern, land-grant institution -- has made possible a series of specific changes, including the hybrid dissertation, faculty-student research collaboration, uniquely transdisciplinary approaches, and explicit preparation for non-academic career pathways. In this conversation, a professor and a doctoral student in the German Studies program at MSU reflect on these reforms in their program, and embed them within a broader framework of questions facing graduate education more generally: (1) the changing face of the discipline of German Studies, and indeed of German culture as an object of our study, (2) issues raised by the phenomenon of globalization and the emergence of Global Studies as an area of critical inquiry, and (3) the changing needs, knowledges, and aspirations of students today. We close with a call to embrace the promise of change. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01