Detail Chapter 3: Close encounters of the cultural kind: Reflections of practitioner research in a uk international higher education context   Oleh:  Trahar, Sheila Jenis: Article from Books Dalam koleksi: Researching international pedagogies, page 45-61. Topik: Higher Education; Education Fulltext: Copy (2) of 978-1-4020-8858-2_Chapter_4.pdf (153.92KB) Isi artikel In 1999, I began teaching on the University of Bristol’s Master of Education (MEd) programme. I had a wealth of experience as an adult learner and educator, gained from working with people defined in the UK as non-traditional students. Such students are usually part-time, combining study with paid work and/or family responsibilities. It was extremely rare, however, for me to work with students who were culturally different from me and who did not have English as their first language. My first encounter with international, postgraduate students caused me some considerable discomfort (Trahar, 2002, 2006). I realised that, by providing a session on rational-emotive behaviour therapy (REBT), an approach to counselling developed by Albert Ellis, a white, male North American, I might be perceived as being ‘pseudo-etic’ (Biggs, 2001b, p. 293). Subsequently, I questioned the relevance of REBT, and indeed, counselling, itself a culturally embedded practice, for many people in the group. That experience led me to embark on my doctoral research, a narrative inquiry into the experiences of postgraduate students studying in the Graduate School of Education (GSoE). As a practitioner researcher, one of the purposes of the study was to interrogate my own assumptions and beliefs and to explore ways in which I might transfer uncritically (Crossley, 2000) my own attitudes and practices of teaching and learning when working with people with different traditions and values. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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