Teaching and Learning > PROJECTS
Cultural and Religious Diversity Case Studies
IT
in a Multi-Cultural Classroom
Dr Paul Jackson
This paper discusses the management and use of information in relation
to the use of artifacts in an educational context. The use of educational
software to support learning within a university is the central focus
of the study, and, although using literature concerning the evaluation
of education, this study is grounded in the literature of computer supported
co-operative work (CSCW). More specifically, a sub-group of CSCW, Activity
Theory, is used as the background for the analysis. The methodology used
is a variant on the ?ethnomethodologically informed ethnography? put forward
by Blythin et al (1997), although there are no clearly applicable methodologies
as such within Activity Theory (Bannon, 1990). Sometimes called ?technomethodology?
(Dourish and Button, 1998), the approach is a relatively loose alliance
of anthropological, sociological and technical approaches designed to
focus on how work is socially organised (Blythin et al, 1997). A variety
of techniques were used to examine and analyse perceptions of the technology,
including SWOT analysis, questionnaires, on-line discussions, focus groups
and initial ?think-pieces? on the student?s own perceptions. Activity
Theory provides a lens through which the use of technology in the classroom
can be viewed. The view of tools mediating activity and the emphasis on
the broader environment within which users utilise tools are particularly
useful and the concept of development adds a further dimension, since
educational groups start with different endowments in terms of skills
and experience. The development of different sub-groups over time and
their differentiation through their use of tools, in this case computers,
provides a specific set of challenges for teachers employing the technology.
These issues are incorporated into three parallel approaches to the study:
a framework of challenges outlined by Grudin (1994); the application of
an activity checklist; and a framework of social norms, activities and
collaboration outlined by Vygotsky and Bellamy (1996).
Making the facts fit: using examples relevant to one's student
audience
Dr. Susan Jamieson
Preparing a lecture on 'Genetic Screening' for international
students, it occurred that cystic fibrosis, the classic example of a recessive
genetic disease, was not especially relevant to non-Caucasians. A better
example was b-thalassaemia, since this is prevalent in Asian, African
and Mediterranean populations.
Black mentoring experiment
Nicola Aries
An attempt to increase the role of student mentors at the Law School
led to discussion with the current crop of volunteers. These students
were a mixed gender, racial and age group. They requested specific 'drop
in' groups and volunteered to set these up and run them. I left it
to the groups to decide how to advertise their presence. Posters were
put up by an Asian Women Lawyers Group, a Black Lawyers Group and a Mature
Student Group. The Black Lawyers Group posters were defaced with remarks
and anti-black group messages which it seemed were left by black students.
The Asian Women Lawyers Group worked best as an anonymous 'underground'
group.
Cultural
diversity as a hindrance to learning
Lindsay Allason-Jones
Teaching students from a range of ethnic groups requires a detailed awareness of the students' cultural backgrounds over and above an awareness of their linguistic ability.
This page was originally on the website of The Subject Centre for Philosophical and Religious Studies. It was transfered here following the closure of the Subject Centre at the end of 2011.
