cultura curso de verano cerp atlántida 2011 sin films
DESCRIPTION
This ppt was presented by Cecilia M de Rennie at Cerp del Sur in February 2011Sorry for the delay- Hope you enjoy itTRANSCRIPT
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AimsAims
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THE NEW AGENDA OF EDUCATIONTHE NEW AGENDA OF EDUCATION
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Two conceptions of «culture»Two conceptions of «culture»
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Culture and globalization(W. Mignolo 1998)
1500’s 1800’s 1900s 21st century
HISTORICAL EVENT
Spanish conquest of America: “literal” globalization
Industrial Revolution
Industrial Revolution
Capital
SITE OF POWER
Spanish Empire British Empire United States Global market
KEY Christianization Civilization Development Participation
DICHOTOMY Christian/heathen Civilized/ barbarian
Developed/ underdeveloped
Insiders/ outsiders
CULTURE «true faith» as European treasure; imperative to propagate faith
«treasure» that belongs to Europe to be enjoyed by other culturesSite of theory vs. Site of «corpus»Language- Literature-Culture: European
Resignification of minority culturesDïversity
EDUCATION Religious studies Liberal HumanismWorks of great civilizations «English»
MulticulturalismCultural studies
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The question of «relevance»The question of «relevance»
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Curriculum planning in Uruguay: Teacher Education
Curriculum planning in Uruguay: Teacher Education
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EFL and the discourses of globalizationEFL and the discourses of globalization
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THE INCLUSION OF “CULTURE” IN THE LANGUAGE CURRICULUM
Communicative Classical Instrumental/Value-free Deconstructionist CompetenceL- CULTURE Culture separate from
L pointsLanguage secondary to Culture
Language as mechanism of cultural transmission;
TSs manipulated by implicit messages due to cultural construction of texts
Knowledge of a language’s culture
essential to full understanding of
nuances of meaning
APPROACH COMMUNICATIVE CLASSICAL-CURRICULUM
INSTRUMENTAL VALUE-FREE CRITICAL LITERACY AND CRITICAL DISCOURSE ANALYSIS
ETHNOGRAPHY
LANGUAGE L quickly usable in specific contexts
Access route to culture
Contextualized in Ss’ own region and culture
L gives access to communities that share knowledge/socioeconomic function
L perpetuates a social order and value system implicit in its forms of use
Has a singular nature and becomes the single collecting ground for products of diverse cultural practices in which it is involved
CULTURE Source of “carrier content”
Can enhance intellectual value of the L
danger of cultural contamination
Financial, technological and scientific knowledge as value-free
Values promoted through implicit messages
A culture involves series of social practices surrounding the use and creation o f written language.
EXAMPLE: Racial video to enhance discussion skills
Ancient Languages
(language of logic and rationality)
EFL in Uruguay
Holme, R. (2003) "Carrying a baby in the back: teaching with an awareness of the cultural construction of language" In Context and Culture in Language Teaching and Learning, Ed. M. Byram & P. Grundy Clevedon: Multilingual Matters Ltd. Pp. 18-21
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Working with culture at FDIntroducción a la Literatura (1st year)
Working with culture at FDIntroducción a la Literatura (1st year)
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Rethinking taste: a freakish paradeAndrea González (colegio privado de Florida)
Rethinking taste: a freakish paradeAndrea González (colegio privado de Florida)
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Describing clothesDescribing clothes
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Discussing FashionDiscussing Fashion
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Problematizing taste
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Organising and event: a freakish fashion parade
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VIDEO_TS.IFO
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«My monster, myself» Soledad Fortunato, Liceo N 3 Florida
«My monster, myself» Soledad Fortunato, Liceo N 3 Florida
• Cultural studies:– Teenage culture– Freaks, losers, monsters
• Classroom culture:– Cooperation– Independence– Critical thinking– Celebrating differences
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• Study texts• Discuss topics• Design creatures• Build creatures• Presentation• Round-up
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• In what ways the context in which you work facilitates or hinders the implementation of
• In what ways the context in which you work facilitates or hinders the implementation of
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Educational Change: towards a society of knowledge
Educational Change: towards a society of knowledge
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Institutional changeInstitutional change
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BibliographyBarrel, B. & Hammett, R. (2000) Advocating Change: Contemporary Issues in Subject English Toronto: Irwin PublishingBeyerlein, M., Beyerlein S., Kennedy, F. Eds. 2005 Advances in Interdisciplinary Studies of Work Teams, Vol II, 33-72 Amsterdam: ElsevierByram, M. & Esarte-Sarries, V. (1991) Investigating cultural studies in foreign language teaching. A book for teachers. Clevedon: Multilingual MattersByram, M. & Grundy, P. (2003) "Introduction: Context and Culture in Language Teaching and Learning" In Context and Culture in Language Teaching and Learning, Ed. M. Byram & P. Grundy Clevedon: Multilingual Matters Ltd. Cullen, C. 2004 Perfiles ético-políticos de la educación Buenos Aires: PaidósGairín, J. 2003 “El profesor universitario en el siglo XXI” In La universidad ante la nueva cultura educativa Ed. C. Monereo y J. Pozo Madrid: UAB-SíntesisGenesee, F. et al. (2006) Educating English Language Learners Cambridge: CUP Hall, G. 2005 Literature in Language Education New York: Palgrave Holme, R. (2003) "Carrying a baby in the back: teaching with an awareness of the cultural construction of language" In Context and Culture in Language Teaching and Learning, Ed. M. Byram & P. Grundy Clevedon: Multilingual Matters Ltd.
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• Kramsch, C. (2003) "From Theory to Practice and Back Again" In Context and Culture in Language Teaching and Learning, Ed. M. Byram & P. Grundy Clevedon: Multilingual Matters Ltd.
• Kramsch, C. , ed. ( 2004 ) Language acquisition and language socialization. Ecological perspectives. London and New York: continuum
• Lyotard, J. 1989 ¿Por qué filosofar? Cuatro conferencias Madrid: Paidós• Mignolo, W. (1998) "Globalization, civilization processes and the
relocation of languages and cultures" In The cultures of globalization" Ed. S. Fish & M. Miyoshi Durham and London: Duke University Press
• Molinari de Rennie, C. (2010) “Aspectos ideológicos en el currículo de Introducción a la Literatura del Plan de Formación Docente, Instituto de Profesores ‘Artigas’” Entregado para su publicación en las Actas del II Foro de Lenguas, ANEP Montevideo, 2009
• Monereo, C. & Pozo, J. 2003 “La cultura educativa en la universidad: nuevos retos para profesores y alumnos” In La universidad ante la nueva cultura educativa Ed. C. Monereo y J. Pozo Madrid: UAB-Síntesis
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Pérez, M., Pozo, J. y Rodríguez, B. 2003 “Concepciones de los estudiantes universitarios sobre el aprendizaje” In La universidad ante la nueva cultura educativa Ed. C. Monereo y J. Pozo Madrid: UAB-SíntesisSouthern, N. 2005 “Creating cultures of collaboration that thrive on diversity: a transformational perspective on building collaborative capital” In Collaborative Capital: Creating Intangible Value. Advances in Interdisciplinary Studies of Work Teams, Vol II, 33-72 Amsterdam: ElsevierTorres-Guzmán. M & Barnard, R., ed. 2008 Creating Classroom Communities of Learning. International Case Studies and Perspectives Bristol: CromwellVan Dijk, T. (1995) "What is critical discourse analysis" In Japanese Discourse, Vol I, pp. 17-27Watkins, C. 2005 Classrooms as learning communities. What’s in it for schools? London and New York: RoutledgeZabalza, M. (2006) Competencias docentes del profesorado universitario. Calidad y desarrollo profesional. Madrid: Narcea Zhang, X. & Sims, H. 2005 “Leadership, Collaborative Capital, and Innovation” In Collaborative Capital: Creating Intangible Value. Advances in Interdisciplinary Studies of Work Teams, Vol II, 33-72 Amsterdam: Elsevier