Bridging Cultures: A Programme of Academic Development in the Kurdistan Region of Iraq

Autor/inn/en	Goodall, Helen; Khalil, Herish; Ismail, Zina Adil; Shekho, Syako Sulaiman; Majdi, Kays Sharee
Titel	Bridging Cultures: A Programme of Academic Development in the Kurdistan Region of Iraq
Quelle	In: Studies in Higher Education, 45 (2020) 6, S.1064-1074 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goodall, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2018.1564261
Schlagwörter	Ethnography; Program Development; Cultural Differences; Teaching Methods; Learning Processes; Collectivism; Intercultural Communication; Interpersonal Relationship; Foreign Countries; Minority Groups; Facilitators (Individuals); Educational Development; College Faculty; Faculty Development; Self Concept; Personal Narratives; Program Descriptions; Teacher Attitudes; Individualism; International Cooperation; Iraq; United Kingdom + Suchen Sie Ihr Suchwort? Ethnografie; Programmplanung; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Interkulturelle Kommunikation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Ethnische Minderheit; Bildungsentwicklung; Fakultät; Selbstkonzept; Erlebniserzählung; Lehrerverhalten; Individualismus; Internationale Kooperation; Internationale Zusammenarbeit; Irak; Großbritannien
Abstract	In this paper, collaborative autoethnography is used to explore the authors' involvement as participants in and facilitator of an academic development programme that took place in the Kurdistan Region of Iraq. Recognising the significant differences in cultural origin between the Iraqi participants and its British facilitator, the authors share their reflections on the programme. Consideration is given to the implications of cultural differences in respect of the authors' expectations and experiences of this educational encounter, with particular emphasis on different approaches to learning and teaching prevailing in collectivist cultures, compared to those that are more individualist. The authors highlight the importance of early relationship-building in cross-cultural educational encounters, emphasising the two-way nature of this particular learning experience and the subsequent impact on their practice as educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01