Accepters, Converts and Resisters on the road to Globo sapiens

1
Accepters, Converts and Resisters on the road
to Globo sapiens

• Dr Patricia Kelly
• Centre for the Enhancement of Learning, Teaching
  Scholarship (CELTS)
• University of Canberra
• Australia

Talking and walking sustainability NZSSES Auckland
, February 20-23, 2007
2
Outline

• Context what did I do?
• Survive or fail?
• 3 graduate visions
• Accepters, Converts and Resisters - impacts on
  teachers and students
• From Resisters to resistings- how does this
  help?
• Examples of change and transformative learning
• Countering criticisms of soft skills

3
What did I do?

• Professional Studies Core teaching and
  assessment strategies
• Reflective journals (online)
• Lectures/readings (sustainability, environment,
  personal growth, cultural sensitivities and
  international responsibilities, ethics etc.)
• Group work
• Peer Interview
• Formative assessment
• Summative assessment
• Competencies
• Abilities/Qualities

4
Stern real-world test

• Destructive criticisms of soft skills,
  intercultural work
• wishy-washydrain on resources (Thaman)
• waste of time, what do we have to do this
  for? everyone hates it.
• We can make a difference
• How do I know?
• Pre-post questionnaires
• Reflective journals
• Sense-Making interviews

5
Survive or fail?

• A planet in danger
• UN Decade of Education for Sustainable
  Development
• Education hitched to dying star of limitless
  growth
• But how?
• Clash of values when we challenge the status quo
• Act as if we are choosing to survive not fail
  (Diamond, 2005)

6

3 visions globally portable, globally competent
or Globo sapiens?

7
(No Transcript)
8
Preferred vision Globo sapiens (wise, global
citizens)

• Reflective, reflexive professionals united by a
  common sense of global responsibility.
• enablesenobles (Inayatullah)
• Wisdom
• The evidence

9
Accepters, Converts, Resisters
10
From Resisters to resistings

• Sense-Making Brenda Dervin et al.(2003)
  Meta-theory, methodology, methods
• S-M assumes that people have gaps in situations,
  that they bridge these gaps, and that they put
  their new sense to work in guiding their
  behaviour (uses).

11
The how of change

• Uses (HELPS)
• got respect, got connected, got insight,
  got inspired, got courage, got healing,
  got transformation
• We need to heal ourselves in order to heal local
  and global environments (Inayatullah).

12
Got Healing
13
(No Transcript)
14
Wishy-washy, waste of time? Wheres the
evidence?
15
Wishy-washy, waste of time?
16

Walking the talk

• Lessons for Higher Education
• Break-down or break through, we need Globo
  sapiens
• How prepared are educators?
• Evidence courage support

17
Thank you

• Patricia.Kelly_at_canberra.edu.au

• Australian Digital Theses (2007)
• Towards Globo sapiens
• transforming learners in Higher Education, (2007)
  Sense Publishers, Rotterdam http//www.sensepubli
  shers.com/
• (Forthcoming)

questions? comments?
18

• Extra slide follows if question

19
Statement 10 Engineers working in teams must be
sensitive to gender and ethnicity