Using Interactive Learning Spaces for Global Diplomacy: Social Justice Collaboration between US and International Students

Autor/inn/en	Moore, Matt; Mann, Ana
Titel	Using Interactive Learning Spaces for Global Diplomacy: Social Justice Collaboration between US and International Students
Quelle	In: Journal of Teaching in Social Work, 40 (2020) 4, S.336-351 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2020.1789909
Schlagwörter	Social Work; Counselor Training; Social Justice; Foreign Students; Second Language Learning; Second Language Instruction; English (Second Language); International Cooperation; Sexuality; Slavery; College Faculty; Teaching Methods; Poverty; Social Differences; Student Attitudes; Cooperative Learning; Outcomes of Education; Undergraduate Students; Assignments; Group Discussion; Computer Mediated Communication; Interdisciplinary Approach; Educational Technology; Computer Software; Indiana + Suchen Sie Ihr Suchwort? Soziale Arbeit; Soziale Gerechtigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Internationale Kooperation; Internationale Zusammenarbeit; Sexualität; Sklaverei; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Armut; Sozialer Unterschied; Schülerverhalten; Kooperatives Lernen; Lernleistung; Schulerfolg; Assignment; Auftrag; Zuweisung; Gruppendiskussion; Computerkonferenz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Unterrichtsmedien
Abstract	Students from six countries collaborated on projects promoting social justice and aimed at international diplomacy. The collaboration included social work students in policy courses and international students in English courses. Students explored topics such as human trafficking and poverty. Students identified global strategies for addressing these social inequalities through Sen's (2009) and Estes' (2009) models of social justice. Additionally, faculty members used inquiry- and team-based learning to engage students in this educational process and their exploration of global social justice. The collaboration was possible because of learner engagement tools available in an Interactive Learning Space. This paper will outline the lessons learned from faculty members and students who participated in this international collaboration, as well as the impact of this collaboration on course outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01