Pedagogical Framework
01 Global Values
How we understand "Global Values"
This project understands “global perspectives” as more than knowledge of different cultures, societies and global issues but also affective attributes related to values that students may develop in relation to cultural difference. This project, then, is linked to the diverse literature on global citizenship with particular interest in the values that underlie a call for education to cultivate global citizenship. With this in mind, this project is interested to see how affective teaching practices impact students’ engagement with important, broad, values for global citizenship. Thus, when Veugelers (2011) suggests three forms of global citizenship - open, moral and social-political – it is primarily aspects of the first two forms that fit within the scope of this project. Broadly speaking, we are looking for educational ways to help each student at EdUHK to develop ‘an attitude of ‘openness’ toward others cultures’ (Skrbis, Z., Kendall, G., & Woodward, I., 2004, p.127). This openness involves ‘empathy for and interest in other cultures’ that is linked to ‘a strong ethical commitment to universalist values and ideas’ (Skrbis et al., pp.127-128). Thus, openness to cultural particularity simultaneously produces, and is produced by, universalist values aimed at ‘a more just, peaceful, tolerant, inclusive, secure and sustainable world’ (UNESCO, 2014, p.15).
02 Attitudes
Teaching Outcomes:
Defining affective intercultural learning goals
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This TDG project considers the development of global values or perspectives as encompassing “both cognitive and affective domains” (Perry & Southwell, 2011, p.454) or, in other words, knowledge and attitudes. While the cognitive element includes knowledge about cultural differences and similarities, the affective aspect involves attitudes about other cultures such as “empathy, curiosity and respect” (Perry & Southwell, 2011, p.454). Because learning outcomes traditionally focus on the cognitive and skills domains (e.g. knowledge or thinking skills), it is this affective domain that we view as under-emphasized and thus that we are primarily interested in for this project. Becoming more interested in, and less prejudiced towards, other cultures can be defined as an important learning outcome in terms of developing global perspectives.
More about Measuring Approaches:
How others define this domain
In Global Perspectives in Australian Schools, Values and Attitudes are defined separately from Knowledge and Understandings, Skills and Processes, and Action and Participation. Values and attitudes include: A sense of community with the people around the world; caring and compassionate concern for others; a positive attitude towards diversity and difference; a willingness to learn from the experience of others.
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Deardorff (2006) describes Attitudes as shown above, differentiating them from Knowledge and Comprehension and Skills. These Attitudes revolve around respecting and valuing other cultures, withholding judgement of other cultures, and a sense of curiosity and discovery and tolerating ambiguity in regards to new cultures.
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Bennet (e.g. 2004) further emphasizes that the ethnorelative stages of intercultural competence involve not only having knowledge of other cultures and awareness of cultural difference, but a willingness and ability to “experience” the cultural worldviews of others such that we empathize with individuals, understand how value judgements are relative to context, and accord equal humanity to those with whom we disagree.
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Psychologists have identified and operationally defined several aspects of cultural competence or intercultural sensitivity. While in this project we may not directly adopt these measures as learning outcomes, they may be helpful for understanding what is meant by affective outcomes.
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