... English Language Learning, IT-learning & competences of Intercultural Citizenship.
"School
partnerships" are learning collaborations between (at
least) 2 schools in different countries, varying from one teacher and a group
of students at each school to whole schools working together.
While each school partner has its own formulation of aims,
most are focused on developing what Michael Bayram calls "the intercultural speaker":
"The
intercultural speaker is someone who is aware of cultural similarities and
differences, and is able to act as mediator between two or more cultures, two
or more sets of beliefs, values, or behaviors. ... Acting interculturally
presupposes that one ... can decentre in order to help others to act together -
or indeed to act oneself with others - in ways that overcome obstacles of
difference."
P. 75 in
Bayram (2008): "From Foreign Language Education to Education for
Intercultural Citizenship"
Designs to
take into use & ways to get started:
"Global
School"
Strengths:
Web based tool that makes it easy to search for international contacts and
collaborations with teachers, and organize online contacts: "Initially the
…
meetings will take place between two classes where each pupil will be assigned
a partner from the other class. The themes discussed at the meetings are
determined by discipline-specific goals set by the teacher and it is expected
the pupils have worked with the theme in their respective classes before the
interactive meeting." (Quote from "What? How? Why?": webpage)
Weaknesses:
Is the openness and the shortness of contact a problem in the long run?
- Introduction text in Danish in "Folkeskolen" by
the initiator Deia Vejby, a Danish teacher (supported by the Danish Ministry of
Education) (webpage)
iEARN
Strengths:
Extensive site with thousands of users and 25 years of development experiences
of international learning projects in over 30 languages with moderators.
Seems very well organized on all aspects from time periods
to tools and contents. The participating classes are organized in learning
circles where a number of classes work together using a variety of IT
communication tools.
Weaknesses: Is
it difficult to live up to all the prearranged learning circles design and
timelines? ... Or are they just the supports you need?
- "New Teachers Guide for Online Collaboration and
Global Projects", October, 17 2013
From the
introduction: "This resource is designed to guide educators through the
steps of planning and conducting an online, collaborative project with
classrooms around the world. The guide includes nine modules to help teachers
plan and develop a Chris Stevens Youth Network project through iEARN. Each
module includes reflection activities to develop a project plan and additional
resources to further explore a topic. The nine modules guide through:
- Developing
a project idea and selecting a CSYN project;
- Making a
project plan;
- Building
relationships with educators and students through digital dialogue;
- Using
technology tools in your global project;
- Engaging
the community in your classroom project;
- Presenting,
exhibiting, and assessing student learning ..."
"Global School
Partnerships Denmark"
Strengths:
The organization supports "...
Danish schools in establishing successful partnerships by sharing best
practice, offering teacher trainings and guidance as well as a limited number
of travel grants for mutual teacher visits.”
Weaknesses:
Limited to Danish schools connecting with schools in other countries.
- “eTwinning”:
An extensive EU-funded platform for linking up between schools, students and
teachers within EU and neighboring European countries.
- "Exchange 2.0
- Technology-enabled International Interaction" (includes an extensive
list of "Resources for Cross-cultural Interaction and Project Work"): website
- "Resources
for Collaborative Project Work": “As you begin to explore the
possibilities for cross-cultural interaction, global classroom projects, and
new learning opportunities, several organizations and facilitators of online
spaces can assist in your efforts.” : website
Conclusions:
School partnerships open up a host of possibilities, but
also challenges.
The British Council has issued a report on the British
extensive practice of more than 2,000 school partnerships to date, involving
more than 2 million students. Here is a quote from the description of results:
"... the
learners ... have gained a new voice as citizens of a global village. ...
learners have discovered that, despite the great diversity between their 2
cultures, they share common ground and responsibilities for sustaining and
improving life on the planet." Quote: (page 3 in pdf)
But there is always a risk that learning becomes
stereotypical, shallow, and touristic.
Furthermore, the challenges are also …
- to keep an open and critical approach to questions of
power
- to explore the similarities as well as the differences
- to learn together across the schools involved
(“Report deepening on these 3 key issues in successful school
linking (North-south)2): (7 pages, pdf)
Invitation:
You are welcome to join me to develop international school partnerships, with
the aim of presenting inspiring examples in future newsletters.
This text is "Teach GLOBAL CITIZENSHIP" network newsletter no. 8
______________________________________________________________________
To read any of the previous newsletters simply visit the blog
Yours
Egon Hedegaard,
Independent instructor and Developer
of Education
Email: eghedegaard@gmail.com
______________________________________________________________________
Everyone is welcome to receive these
newsletters, just send me email addresses. Please, network by sending me
questions, inspiring links and texts to use in future newsletters.
No comments:
Post a Comment