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Is Cultural Diversity being sacrificed on the alter of Internationalism?

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Is Cultural Diversity being sacrificed on the alter of Internationalism? And if it is, what can we do about it? – PowerPoint PPT presentation

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Title: Is Cultural Diversity being sacrificed on the alter of Internationalism?


1
Is Cultural Diversity being sacrificed on the
alter of Internationalism?
  • And if it is, what can we do about it?

2
Whats the Problem?
  • Every country has the goal of educating its
    citizens
  • What about an education system that has no
    countries?
  • .the IB was seeking to design a genuinely
    international curriculum to meet all the various
    needs of those sixteen to eighteen year olds in
    international schools who were seeking entry to
    different forms of higher education all over the
    world

3
What did the IB want to achieve?
  • It was then believed that those needs and
    interests included the moral, aesthetic, and
    practical education of the whole person and this
    extended far beyond the purely intellectual and
    academic preparation sanctioned by university
    entrance examinations (1980)
  • the IBO designed an educational program based on
    a philosophy that combines knowledge, experience,
    and critical observation. This philosophy
    emphasizes education as a process (learning how
    to think), not just a product (a collection of
    knowledge). (2009)

4
Scotts valley Unified schools District
California - 2009
  • The IB philosophy is to foster tolerance and
    inter-cultural understanding among young people
    through a specific method of teaching. This
    method of teaching, also known as a "curricular
    framework", incorporates critical thinking,
    problem solving, and exposure to a variety of
    viewpoints. The IB philosophy emphasizes
  • Awareness of the similarities and differences
    among many cultures, understanding issues on an
    international scale, and responsible citizenship
  • The inter-relatedness of various disciplines and
    issues
  • A "Socratic" (question-and-answer) form of
    achieving knowledge in the classroom
  • Student-centered inquiry and communication

5
Where does culture fit in this?
  • schools do not view curriculum development as a
    culture-bound process.
  • Is it the case that international education
    complements cultural heritage, i.e. that with-in
    all cultures there is an underlying schema of
    overall human values with an underlying
    commonality?

6
Deciding what is appropriate
7
Internationalism or cultural Diversity
  • Is it internationalism globalist, with
    stereotyped cultural fossils that are
    conveniently appropriated for that process, thus
    marginalizing true multicultural practices?
  • Or is it culturally diverse, constructed in the
    context of the artist?

8
Contemporary Practice or Not?
9
(No Transcript)
10
Cultural Sensitivity
  • Expression in the Visual Arts is characterized
    by forms of visual representation, that reflect
    the cultures of different societies. It goes on
    to say.. Art, including artistic theories and
    practices, is a cultural manifestation.
  • For students to communicate visually, they must
    locate themselves with-in the cultural context,
    or contexts, from which to discover and develop
    appropriate techniques.
  • Dip Visual Arts Guide 2002

11
Changes in cultural viewpoints?
  • the course encourages an active exploration of
    visual arts within the students own and other
    cultural contexts. The study of visual arts and
    the journey within it encourages respect for
    cultural and aesthetic differences and promotes
    creative thinking and problem solving.
  • - 2009 Diploma Visual arts Guide

12
Cultural Imperialism or cultural Pluralism
  • The consideration of cultural objects from other
    times and cultures removes them from their
    source. It assumes that objects have values that
    transcend the cultures that made them. What these
    might be is either not stated or serve as a
    sieve to suit the dominant cultures ends. In
    this context they become cultural fossils that
    marginalize their value

13
Why do we choose what we do?
  • These dominant traditions institutionally record
    what they think appropriate and omit, or
    deliberately forget, elements they dont regard
    as important.
  • This attitude is used to fortify social, ethnic
    and national cohesion. For this reason certain
    memories and artifacts are deliberately chosen
    and promoted. Why else would a Sri Lankan student
    of the visual arts taught by a Sri Lankan teacher
    study Monet? Such an attitude tends to equate
    positivist with authoritarian and tends to be
    culturally specific. In the same vein, why value
    painting over other less specific art practices?

14
Finding the common ground
  • Leveling the playing field

15
The IB Approach to Program Development
16
Medium for the Message
  • Hard copy and .pdf publications
  • Area subject and Program workshops
  • Website Forums
  • On-line Curriculum Center OCC
  • Conferences
  • On-line training
  • Accreditation visits
  • Self Evaluations

17
Issues and Problems
  • Cost of Travel for International Schools
  • Consistency of advice and direction
  • Complexity of the various guides
  • Lack of Access for constructive criticism
  • Lack of transparency in Assessment
  • Uncontrolled variety of interpretation of
    requirements
  • Complexity of planning tools
  • Uncertainty of boundaries between school content
    and IBO context
  • Danger of textbooks

18
Learning management Models
19
Learning Management Models
20
An lms for Curriculum
21
Changing Pedagogy with an LMS
22
Learning Process Model
23
A new view
24
The IB Model Using technology
  • Maintaining our cultural identity
  • How to create consistency using technology
  • The role of data and databases
  • Leveling the playing field for teachers without
    strangling them
  • Reducing the workload
  • Involving the students as true learner
    participants
  • Increasing the validity of assessments both
    in-schools and in the framework
  • Using technology to involve the WHOLE school
    community
  • Recognizing we live in the 21st Century
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