Local/Global learning: Curriculum and pedagogical frameworks to develop global perspectives Intended audience




Дата канвертавання26.04.2016
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Local/Global learning: Curriculum and pedagogical frameworks to develop global perspectives

Intended audience
This workshop is aimed at curriculum developers and academics with interests in work-integrated learning, graduate capabilities and global perspectives/internationalisation of curriculum.
Learning outcomes


  • Develop an understanding of students’ agency for taking up capabilities of the ‘global citizen’

  • Engage with and apply curriculum frameworks for quality community-based learning experiences that foster global outlooks


Workshop description
This workshop engages participants with key findings of an OLT Strategic Priority grant that interrogated students’ community-based learning in domestic and international settings to evaluate curriculum and pedagogic practices that enhance students’ global understandings and perspectives. Unlike previous staff-centred studies, (Leask, 2012; Leask &Wallace, 2011; Gothard, Gray &Downey, 2012; Mak & Barker, 2013), this study focussed on student experiences and dispositions towards intercultural understanding and global perspectives, as a necessary precursor to engaging with these initiatives. Service learning, a community-based learning pedagogy that has the potential to orientate students to global perspectives (Baldwin, Buchanan, & Rudisill, 2007) while still addressing local needs (Bamber & Pike, 2012), was explored as a curriculum framework that can act as a catalyst for developing and at times challenging (Dewey, 1966; Freire, 1970; Merzirow, 2000) students’ dispositions.
This workshop is designed as a scaffolded interaction through three tiers of engagement.

  • Firstly, organisers will share for discussion their findings of what motivates students to, and inhibits them from, taking up mobility experiences and what they perceive to be the benefits of global perspectives and experiences. It is often assumed that internationalisation initiatives align with students’ personal interests (Billet, 2010), however inhibiting and enabling factors for such interests are salient for enacting and realising effective learning outcomes in practice settings (Billet, 2011).

  • Secondly, a framework for assessing ‘agency’ for developing global perspectives will be presented. Simultaneous roundtables will explore the interdependent agentic capacities (Richards, Sweet & Billet, 2013) of students in case studies drawn from the project to how identify how different students come to, and make sense of, local/global service learning experiences?

  • Following this, breakout groups will reflect on a good practice guide for curriculum frameworks that orientate students towards local/global perspectives and experiences. Participants will also be invited to share their own experiences and offer alternate understandings of the data and guide. A final collaborative plenary session will provide an opportunity for ongoing discussion and network building.

Bamber, P. M., & Pike, M. A. (2013). Towards an ethical ecology of international service learning. Journal of Curriculum Studies, 45(4), pp. 535-559.

Billet, S. (2010) Lifelong learning and self: Work, subjectivity and learning. Studies in Continuing Education, 32(1), 1–16.

Billet, S. (2011). Guidelines for practice: integrating practice-based experiences. Retrieved from http://www.olt.gov.au/resource-integrating-practice-based-experiences-griffith-2011

Dewey, J. (1966). Democracy and education: an introduction to the philosophy of education. New York: The Free Press.

Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.

Gothard, J, Gray, T Downey, G. (2012) Bringing the learning home: programs to enhance student abroad outcomes in Australian Universities. Final Report. Retrieved from:

http://www.olt.gov.au/resource-bringing-learning-home-re-entry-programs-enhance-study-abroad-outcomes-australian-universities

Leask, B. (2012). Internationalisation of the Curriculum in Action. Fellowship report. Retrieved from http://www.olt.gov.au/resource-internationalisation-curriculum-action-2012

Leask, B & Wallace, J. (2011). Learning and Teaching Across cultures. Good practice report. Retrieved from http://www.olt.gov.au/resource-good-practice-report-learning-and-teaching-across-cultures-2011

Mak, A, Barker, M (2013) Internationalisation at home: Enhancing intercultural capabilities of business and health teachers, students and curricula. Final report. Retrieved from http://www.olt.gov.au/resources-internationalisation-at-home

Mezirow, J. (2000). Learning as transformation: critical perspectives on a theory in progress. San Francisco, California: Jossey-Bass.

Richards, J, Sweet, L & Billett, S. (2013). Preparing medical students as agentic learners through enhancing student engagement in clinical education. Asia-Pacific Journal of Cooperative Education, 14(4), 251-263.


Facilitator biographies
Kelsey Halbert

James Cook University, Townsville, kelsey.halbert@jcu.edu.au

Dr Kelsey Halbert is a lecturer in Education curriculum and pedagogy whose work focuses on student and teacher agency in the school and the community. Kelsey has coordinated and accompanied students on International Service Learning experiences to Cambodia. Kelsey was a project co-leader alongside Dr Peta Salter and Professor Michael Singh.
Peta Salter

James Cook University, Townsville, peta.salter@jcu.edu.au

Dr Peta Salter is a lecturer in Education Curriculum and Pedagogy. She co-designed, established and delivered a core service learning subject that facilitates local and international mobility in the Bachelor of Education courses offered at JCU and has accompanied students on international placement.

M. J. Singh

Western Sydney University, Penrith, m.j.singh@westernsydney.edu.au



Professor Singh has developed partnerships and projects of local/global relevance, namely educating Volunteers teacher-researchers from China to teach Chinese to monolingual English speaking Australian school students. Through his work he has focussed on extending the capabilities of multilingual students to use concepts and modes of critiques for employing local/global perspectives in Australian education.


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