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- Convenors:
-
Iain Edgar
(Durham University)
Thomas Fillitz (University of Vienna)
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- Format:
- Workshops
- Location:
- Queens 1.15
- Start time:
- 21 September, 2006 at
Time zone: Europe/London
- Session slots:
- 2
Short Abstract:
European higher education is currently transforming, from the Bologna process to e-learning. This workshop intends to showcase current developments in our learning fields initiated by EASA members.
Long Abstract:
European Higher Education is currently transforming; the Bologna process and the developing audit culture are changing the pedagogical context for all those involved in teaching and learning; likewise e-learning and net resources are opening up a global context and database of almost infinite magnitude. This workshop intends to showcase current developments in our 'learning fields' initiated by EASA members. Possible areas of interest may include: educational ethnographies; teaching methodologies; experiential education; impact of audit culture and the politics of education; relationship between research and teaching; cross cultural studies of the educational context and experience; cosmopolitanism and education; Socrates educational programmes.
Accepted papers:
Session 1Paper short abstract:
I present the results of a research project about school experiences of working-class and minority youths in Barcelona that aimed at revealing their negotiations regarding the representations and practices of the teaching staff in relation to gender, social class and ethnicity.
Paper long abstract:
This paper presents the results of a research project about school experiencies conducted among Catalan youths from a working class background and minority status in Barcelona, in a complex multilingual situation. The aim of the project was to reveal and reconstruct the representations and practices of the teaching staff in relation to gender, social class and ethnicity through a variety of diciplinary methods and academic devices which limit and control the expressions of students as diverse youth.
The results show how the young people studied conform part of their social, gender and ethnic identity through their experiences in school, through their daily dealings with the school's communications and practices as well as through their interactions within their peer groups in a prestige scale, which was created by the institution itself. Traditional values and patterns of Catalan and Spanish society are still dominant: heterosexuality as the only and exclusive possibility of sexual identity, higher prestige of masculinity, invisibility of femininity in general and of women in particular, almost complete ignorance or attention to the cultural expressions of young people and of different ethnic and linguistic origins.
As a result of these experiences, for young people belonging to the mainstream culture the path to academic success is marked by invisibility of gender and class. In the case of young people of immigrant and minority status their academic experience is dominated by social isolation from their peers and an academic labelling asociated with challenge, provisionality or exception. However, the experiences and strategies of female students are significantly specific, as the paper will show.
Paper short abstract:
CREOLE is a joint MA approved by the EC in 2005. In the paper I will deal with the topics of this programme, with the many difficulties the project consortium (six institutions) is facing, and which strategies we are following.
Paper long abstract:
Talking about the Bologna process, teachers mostly think of the BA, MA, PhD structure, etc. However, the EC has emphasized in the last years another tool, the joint-MA allocated by several institutions to the students in such a programme.
CREOLE is one such project, approved by the EC in 2005. The time for developing the programme, and solving all problems is 3 years - the third year (starting autumn 2007) being the first year of the programme.
In the paper I will deal with the topics of this programme, with the many difficulties the project consortium (6 institutions) is facing, and which strategies we are following.
Paper short abstract:
In the transforming European educational landscape, e-learning is often considered a universal solution. This paper critically discusses, by analysing an e-learning project at the University of Vienna, how e-learning can be integrated into anthropological teaching and learning practices.
Paper long abstract:
Due to the transforming educational landscape in Europe, e-learning is often considered as panacea for handling increasing student numbers or for supporting stressed out teachers. This paper discusses how e-learning can be integrated into anthropological teaching and learning practices.
First, it showcases the conceptual framework of the e-learning project "Strategies for Networked Learning", currently conducted at the Department of Social and Cultural Anthropology at the University of Vienna. This project aims to develop strategies to include selected e-learning instruments, methods, and technologies in the most useful and efficient way into the teaching and learning of undergraduate social anthropology students.
Furthermore, the paper presents the case study of a survey carried out within the scope of the e-learning project to systematically analyse students' changing attitudes towards e-learning during a particular lecture (Studies of Myths), which made use of different e-learning elements. Within this course the students were provided with the official e-learning platform of the University of Vienna (WebCT Vista) and a Wiki system, specifically developed for the course. Whereas the e-learning platform provided students with diverse kinds of learning material and opportunities to interact with each other and the teachers, the Wiki system allows for the collaborative creation of analytical texts.
Finally, the paper takes a look into the (possible) future of networked e-learning within social anthropology on a European scale.
Paper short abstract:
l outline the use of the imagework method in the learning of social anthropology; I argue that imagework facilitates the articulation of students' implicit awareness and intuitive knowledge of the subject being addressed. I offer a brief experiential example.
Paper long abstract:
My paper will outline the use of the imagework method in the teaching and learning of social anthropology; my 2004 book (Guide to Imagework: imagination-based research methods; Routledge) developed the use of imagework or guided fantasy as a distinctive research methodology in the qualitative research domain; in this workshop I will summarise the main types of imagework, their theoretical basis, and give a series of examples from educational settings; I will argue that imagework facilitates the articulation of students' implicit awareness and uncovers their emotional and intuitive knowledge of the theme or subject being addressed. I will offer a brief experiential example to give an idea of both the process and potential of this method and subsequently discuss with participants their possible usage of this method. I will further outline guidelines for the use of imagework in the classroom.
Imagework educational methodologies may prove of particular interest to those educating visual anthropologists and sociologists. Experiential educational methods such as imagework can be utilised in part or on their own in educational practice in such diverse fields as the social sciences, health and social care, development. The imagework method is particularly effective in accessing participants' implicit awareness of such areas as personal and cultural identity, interpersonal dynamics, organisational culture and individual and collective vision development. Imagework is particularly useful for linking biographical experience and social structure and process to develop a 'personal anthropology (Pocock 1975).