What Price Respect` - Exploring The Notion Of Respect In A 21st Century Global Learning Environment (original) (raw)
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Teaching about Respect and Tolerance with Presentations on Cultural Values
International Journal of Social Sciences & Educational Studies
Teaching students from diverse backgrounds requires more than sufficient. Very often battles occur among students due to not understanding each other's values. This study presents experience of a teacher who teaches students from diverse religious, ethnic, and cultural groups. As disrespect, misunderstanding and intolerance were common in the class, it was difficult for the teacher to advance respect among the students for diversity. In order to encourage the students to embrace diversity, the teacher made them introduce their cultures through presentations in the classroom. Although at the beginning the students continued to tease each other by making fun of each other's cultural values, after some time it was discovered that they were entering the classroom with a real respect and tolerance for diversity.
Navigating Cultural Sensibilities: Respect and Provocation as Pedagogical Partners
Faculty of Education, 2002
This paper explores how teachers employed in preparatory programs designed specifically for international tertiary students construct and navigate the moral dilemmas arising from differing cultural sensibilities, and how their positions can be shaped by an onshore or offshore setting. Teacher interview talk pertaining to the selection and avoidance of certain topics and pedagogical activities is analysed to display the ambivalence and moral dilemmas for teachers embedded in these programs as they try to show respect for cultural differences, yet seek to prepare students for a culturally biased, and potentially insensitive educational setting. Interviews with teachers employed in similar onshore and offshore programs are contrasted to display the impact place has on teacher positions and discourses. A major dilemma arises for language teachers committed to communicative pedagogy, as they try to provoke classroom discussion for language learning, and participatory student behaviours as desirable Western pedagogic behaviour, through the use of controversial topics.
Globalization trends are affecting our diversity and our different cultures and languages. This tendency towards homogenization and a common culture in international organizations impacts directly on professional training policies and programs and can be detrimental to a healthy working environment since it somehow negates the right to be different. It is now proven that multicultural organizations are more creative, more responsive to change and certainly better suited to rapid changes in societies and economies. The former models of corporate culture, based on the one dominant culture, generally Anglo-Saxon, along with English as the lingua franca, generally adopted by any self-respecting organization, are floundering and it is time to invent new models. The multicultural, multilingual organization is the "learning organization" of the future. Drastic changes in the balance of economic power, the indebtedness of formerly rich countries along with the rapid rise of new and unique organizational models require rethinking the way we learn. We need to learn from each other, from each other's values, customs and beliefs. We need to learn each other's language and about each other's cultural heritage. Respect, Interaction, Curiosity and Humility (RICH) are the essential guidelines in fostering new "organizational communities". These organizational communities may one day completely replace what we today know as corporate culture. Professional training is the first step in building these "organizational communities". The learning approaches needed to accompany these multicultural and multilingual organizations must integrate so many more dimensions than the standardized, formatted methods we have been using for so many years. To learn a foreign language now means sharing your own language with the other learners so that the learning process is exponentially enhanced. To learn about a foreign culture or different ways of working now requires sharing your own habits with other learners from other cultures and thus the learning process is once again de-multiplied. The wealth in new ideas and approaches emerging from these learning communities should benefit everyone in the organization and thus necessitates a new type of trainer and/or facilitator. In this presentation, the 4-year experience of the Agence Iter France in creating and running an Intercultural Language Learning Program (ILLP) for the ITER project (research on fusion power with 29 different nationalities and over 40 different languages) and training newly-recruited staff to accommodate to a multicultural environment, will be used as an example of how to apply these new training concepts to an international training program.
Journal of Philosophy of Education, 2012
This article discusses the educational significance of the moral demand for respect. In Ethics and Education, Richard Peters presents a conception of educational respect that was recently taken up by Krassimir Stojanov. This article responds to both Peters' and Stojanov's contributions and proposes another understanding of educational respect: to respect children is to treat them in a way that enables them to see themselves as persons endowed with dignity; that is, as having the equal standing to make claims on others.
European Journal of Teacher Education, 2011
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How students’ ethnicity influences their respect for teachers
Asian Review of Accounting, 2014
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Journal of Educational and Developmental Psychology, 2015
This study examines the relationship between students' (N = 334) perceived teacher respect and their performance on a math exam in school settings. The incremental validity of respect on performance beyond that accounted for by intelligence is assessed. Results suggest that respect accounts for significant additional variability in students' performance above that accounted for by intelligence. Further analyses reveal that the relationship between respect and performance is moderated by immigration. For German students (N = 150), perceived respect accounts for a part of the variability in performance over the variability accounted for by intelligence. For students with an immigrant background (N = 181) this relationship is not significant. Cultural implications of respect in school settings are discussed.
Facilitating intercultural education in majority student groups in higher education
Intercultural Education, 2020
The present article critically analyses the pedagogical efforts of two teachers to promote values education and intercultural reflection in their own educational practice. They teach in higher education in Norway and most of their students have majority backgrounds. Based on their teaching experiences with VaKE (Values and Knowledge education), the article discusses opportunities and challenges when working with values education in majority student groups. It concludes that discussing values is difficult but can be eye opening. It also raises the question of which dilemmas can prevent stereotyping and foster more complex intercultural thinking and shows that intercultural education requires a discussion of one's own cultural position. The article highlights the teacher's crucial role in the VaKEprocess regarding the aims of intercultural values education.
Respect in the Classroom: A Developmental Approach
Academic Exchange Quarterly, 2008
This article examines respect through Piaget’s theory, recent empirical research, and exemplary practice in order to highlight a developmental approach to understanding and fostering respect in the classroom.