Teaching and learning culture : negotiating the context /

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Bibliographic Details
Imprint:Rotterdam : SensePublishers, 2013.
Description:1 online resource
Subject:Teaching -- Philosophy.
Learning -- Philosophy.
EDUCATION -- Essays.
EDUCATION -- Organizations & Institutions.
EDUCATION -- Reference.
Sciences sociales.
Sciences humaines.
Learning -- Philosophy.
Teaching -- Philosophy.
Electronic books.
Format: E-Resource Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/11216328
Hidden Bibliographic Details
Other authors / contributors:Kirkebæk, Mikkel, 1973- editor.
Du, Xiangyun, editor.
Aarup Jensen, Annie, editor.
Digital file characteristics:text file
Notes:Includes bibliographical references and index.
Online resource; title from PDF title page (SpringerLink, viewed November 18, 2013).
Summary:This book is based on educational research conducted by researchers from the Department of Learning and Philosophy and the Confucius Institute for Innovation and Learning at Aalborg University. Empirically, it reports on different approaches to teaching and learning of culture, including a student-centered task-based problem-based learning (PBL) approach, a digital technology-supported approach and more. It also reports on how, when teaching and learning culture, teachers professional identity and the informal teaching and learning environment impact the teaching and learning of culture in different educational settings from primary school to university. A central theme in the book is the power of context. The studies illustrate in multiple ways, and from different angles, that culture is not taught in a vacuum or learned in isolation, but may be influenced by many factors both inside and outside the classroom; at the same time, culture also influences the context of the learning. The context may be "invisible" and hide itself as tacit knowledge or embedded values, or it may be very visible and present itself as a fixed curriculum or an established tradition. No matter what forms and shapes the context takes, the studies in this book strongly indicate that it is essential to be aware of the power of context in teaching and learning culture in order to understand it and negotiate it. This book suggests that teachers should not try to limit or avoid contextual influences, but instead, should explore how the context may be integrated into and used constructively in the teaching and learning of culture. This allowance of context in the classroom will allow for teachers, students, subjects and contexts to enter into a dialogue and negotiation of meaning that will enrich each other and achieve the established goal -- acquisition of cultural awareness and intercultural understanding
Other form:Print version: Kirkebæk, Mads Jakob. Teaching and Learning Culture : Negotiating the Context. Dordrecht : Springer, ©2013
Standard no.:10.1007/978-94-6209-440-6
Table of Contents:
  • The Power of Context in Teaching and Learning Culture / Mads Jakob Kirkebæk, Xiang-Yun Du and Annie Aarup Jensen
  • Filling Up a "China-Box" / Mads Jakob Kirkebæk
  • Learning From Designing and Organizing an Intercultural Student Exchange Program / Niels Erik Lyngdorf and Ulla Egidiussen Egekvist
  • A PBL-Inspired Method for Facilitating Culture Learning / Youjin Ruan and Xiang-Yun Du
  • Danish Students' Perceptions of Task-Based Teaching in Chinese / Mads Jakob Kirkebæk and Rui Bao
  • Confronting Cultural Challenges When Reconstructing the Teacher-Student Relationship in a Chinese Context / Huichun Li and Xiang-Yun Du
  • Cultural Influences on Chinese Language Teachers' Perceptions and Beliefs in a Danish Context / Li Wang and Annie Aarup Jensen
  • Professional Identity Construction of Non-Native Chinese Language Teachers / Chun Zhang and Annie Aarup Jensen
  • Playful Learning Culture in the Museum / Emanuela Marchetti
  • "Learning, When You are Not Learning" / Rasmus Gjedssø Bertelsen, Dai Ying and Greta Solinap
  • Context as Threat or Opportunity / Mads Jakob Kirkebæk, Xiang-Yun Du and Annie Aarup Jensen.