Challenge 5

Challenge 5

·         Family/friends

·         Work/study                                               LOCAL

·         Ethnic/languages/religion

·         Nationality/politics                                 National

·         Cosmopolitan

·         Diaspora                                                     Multinational

·         Multi-level religious group

o   Percentage in group:

LOCAL: 65 %

NATIONAL: 5 %

TRANSNATIONAL: 20 %

FOUR Types of hybridity:

     1)      Artifact

     2)      Church

     3)     Texts: Written in English but writes about India

     4)      Practices: Carneval, mixed practices of Spanish traditions

     5)      People: Hybrid people, mixture.

      

     CV.

     Name: Mathias Junge

     Birthday: November 20th 1987

     Gender: Male

     Nationality: Denmark

     

    Key skills/competences: Listed in bullet points with brief supporting paragraphs (up to 5):

  

•      Energetic, I possess a lot of energy and I think very abstractly!
•      Social, I am very friendly and patient when it comes to learning new things and when I am in a teaching situation. Also I am very good at handling children.
•      Flexible, I a very flexible and adaptable person able to adjust to the situation I am in
•      Open-mindedness, since I have been brought up in a world in constant change I have learned to go with the flow and accommodate the changes and implement them into my life.
•      Creativeness, I am a musician and a creative person in general. And I love to draw on those skills when I teach and in my problem solvings.

      Education:

     In date order listing higher education and/or relevant professional qualifications only, starting with most recent:

     2005 - 2008: Gribskov Gymnasium; 3 language-course.

     2009 - 2009: Ry Højskole

     2010 - 2010: KVUC; Samf B. & Ger B.

     2010 - 2010: English Basics - Open University; English literature from early 900's - 1800's

     2010 - 2014: Blaagaard/KDAS - International Course; English teacher with an international aspect.

    

     

Q

Challenge 6

Challenge 6

What is the third world, and why are some countries developing while others claim that they are developed? 

-Focault was interested in the ways in which knowledge, language and culture operates in society.

·         Focault sought to develop an approach to power which departed from the conventional perspectives found in sociology.

·         -Conventional perspectives e.g. Karl Marx or Max Weber.

-Focault understood social relationships as much less permanent or stable and influenced very strongly by patterns of language or discourse which he believed would organize the way in which we relate to each other.

General discourses:

The difference between heterosexual and homosexual

Huts and houses

Tribal war and civil war

The case in Eritrea:

They consider Markus as an expert, because he is white, and therefor very different and caries a lot of authority. The fact that Markus was inside the classroom showed the relationship in power because all the students showed great attention towards him because he is white.

Because Markus was wearing a camera, it could give an expression to the locals that he was very rich, at least from their point of view.  

The local teacher uses his confidence as a teacher in a positive way. He uses his power as a teacher to make the children locate some stones outside and find the window in the classroom. This exercise expands their vocabulary.

For the Eritrean teacher Markus is seen as someone who can help him develop his teaching methods. The Indian teacher sees Markus as someone who can recommend him for a better job. 

The relationship between the teacher and the pupils in the Eritrean school is quite good. The teacher has power in the way that they obey his orders, if he e.g. wants them to go fetch some stones, they do it. 

The Indian teacher doesn’t seem to have the same effect on his class. They are sleeping in class, and some of them don’t even understand what he is going through on the blackboard. 

The relationship between all the teachers in the first case and Markus is perhaps quite fine. They seem like they want him to give some feedback and become better at teaching. There is a problem when Markus discovers some of the local teachers have some methods for punishing the pupils, and tries to bring the subject to the indigenous but with no avail.

Marcus asked us to make a poster with questions for the one of the teachers from the cases.

Challenge 4

The evolutionary concept of culture

·         

      Some cultures consider themselves better and more right than others

·         Some cultures rank themselves higher than others on a “developing ladder”

The relativistic concept of culture

·         

All Cultures are equal

·      Culture as homogenic islands

      Cultural relativism is the principle that an individual’s human beliefs and activities should be understood by others in terms of that individual’s own culture

Problems with the evolutionary and the relativistic concept of culture are:

·         Individual differences are ignored

·         The local context is ignored

The complex concept of culture

·         Culture is not something that you possess

·         Culture is created among people when they interact with each other

·         Culture is tacit knowledge, it is opinions, meanings and values that we share – but we do not know it beforehand

·         Everyone in a culture doesn't know or share the same values

·         Culture may not be seen as e.g. national culture (homogenic cultures)

·         There are always differences within a culture – there can be certain dominating logics, but everyone agree about that logic

·         The cultures are constantly moving  - and there will always be negotiations

·         We are moving between several different cultures

CASE 1: Answer B, the evolutionary concept of culture

Challenge 7

Challenge 7

Diversity in the short film ‘New Boy’:

What does this have to do with diversity?

All the kids are different and the kids were not tolerant towards each other’s differences.

What did the teacher try to do?

Nothing, she were very old fashion.

What could/should the teacher have done?

She should have presented him and explained that Joseph comes from another place. It would probably have been a good idea to make Joseph answer questions from the class. Or make the do a project about his country.

Multi lingual school:

We had to work with figure 7-8 Identifying Classroom Practices and choose a point from that list to focus on. We chose the point Content Integration and we all agreed that the school worked a lot with the differences among the kids. They both encouraged them to speak English but it was also allowed to use their own language. In that way the children would always have the security of their own language to fall back on.

It also seemed as they were working a lot with different cultures and nations and by doing that they would teach the kids how to tackle diversity.

Personal choices of key concepts:

Diversity

Approach

Awareness

My reflection of the challenge:

After finishing this challenge I have realized how important it is to be open minded and accept that people are different. Different does not necessarily have to be something with skin color, culture or religion. It could also have something to do with interests, best way of learning, language etc.

In my opinion diversity in a classroom is a good thing. If people were not different and everybody was the same the world would be terribly boring, and if children are used to be taught in a classroom with a lot of diversity I am sure it would help them to get by much easier when they enter the real world.

POSTER

challenge 3

Challenge 3

Exercise:

-          How do you present yourself in your culture?

-          Besides your name, what is self-evident in the way you present yourself today?

-          Why is it self-evident?

Aim of this exercise: acknowledgement of the unacknowledged.

Defining culture shock: “Culture shock is the result of a series of disorienting encounters that occur when an individual’s basic values, beliefs, and patterns of behavior are challenged by a different set of values, beliefs, and behaviors. Although values are typically unacknowledged until challenged, they are the cornerstones of our being and behavior.”

Stereotyping instead of accommodating:

If we cannot accommodate a situation there is a risk of seeking understanding through, e.g.:

-          Chauvinism (Danish girls are cheap as they smoke on public. Eritrean student during stay in DK).

-          Disgust (all Indians are filthy as they eat by their hand. Lao counterpart during business dinner).

-          Prejudice (grown-ups in Ghana accept to be yelled at. They are just like children. Danish student during debriefing after internship in Ghana).

challenge 2

Challenge 2

Globalization: The world is getting smaller, the word can have negative associations - globalization doesn’t always seem to be for the benefit of the different cultures of their differences but for the predominant ones (mono-culture). Statically interaction – dependency between nations on several levels.

Internationalization: The word is connected to the idea of interaction between nations and therefore seems more positive than the word globalization (plural cultures). The idea seems to be based on the idea of learning from and sparring with different other nations/cultures. The concept doesn’t have to be used on a global scale but can be used between two nations/cultures.

See PowerPoint p. 2

What are intercultural competences? Cultural competences could be tolerance (a total lack of prejudice), cultural knowledge of the object of interaction, and a common language. To show interest in your object. The ability to be positive in your cultural meetings. The ability to reflect on your own culture. Ask questions!

See PowerPoint pp. 3-4

How to become open-minded in the cultural meeting? You have to be open-minded. Ignore your assumptions and be open-minded and tolerant.

Teaching internationalization in learning environments today

See PowerPoint p. 5

What are the possibilities for a teacher/social educator of today?

When doing collaborative work (KISS for instance) you need to have a reason for doing it. If not it should not be done. Important words for thought “why” and “what”.

Web pages (useful as/for teaching material):                         

www.espnet.eu/image (European School Project)

www.etwinning.net (The community for schools in Europe (EU) – only useable by registered teachers)

www.training.etwinning.net                             (The community for schools in Europe (EU) –useable by registered teacher trainees)

See PowerPoint p. 6

challenge 1

Since I was attending a very important meeting with my bank at that afternoon I was not present. Therefore I have nothing to write here