AGQPT Cambodia immersion experience
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Transcript of AGQPT Cambodia immersion experience
ALL HALLOWS’ SCHOOL
Asia and Australia’s engagement with Asia........learning through a lived experience.
Email: bentley_susan@[email protected] Blog: http://herstorycambodia.wordpress.com
What prompted my inquiry?
Student knowledge
of and attitudes towards
Asian communitie
s
Desire to transform student’s
intercultural learning
Personal and
professional interest
Appeal of Cultural
Immersion
Central issue:How do I raise my Year 10 student’s cross-
cultural understandings and animate broader global perspectives while being mindful of:
AHS values maintaining a optimistic and respectful
approachwhat is possible in the allocated timethe cyclical nature of ‘Action Research’?
Project Goal:
Investigate the pedagogical value of my “lived experience” in a Cambodian orphanage and rural high school .
AIMS:
Broaden perspectives
Engage in cross-
cultural immersion
Incorporate learning in pedagogy
Process:Dialogue with
students
Survey of students
ResearchCambodia Cultural Immersion
Implementation and reflection
:Informing Research:
ACARA, QSA , BCE and AHS curriculum documents
Journals, books and websites
Asian cultural immersion programs
Cambodian newspapers
Autobiographies and biographies (Cambodian)
Survey of students47 Year 10 student respondents ( my History
and Religion classes).33% acknowledged media sources as the
strongest influence on their understandings of Asian history, culture and issues.
In terms of exposure to subject matter that explicitly addresses Asian issues:
21% English19% Religion13% History
Student perspectives:
“ I am not very knowledgeable about Australia’s relationship with Asia”
“ My lack of knowledge leaves me uncertain about aspects of Asian cultures”
“I would like to learn more about Asian culture and how it is linked to Australia’s relationship with Asia”.
Project Stage 1: Savong orphanage and High School, CambodiaVolunteered at Savong orphanage and taught English at
Savong High School for 2 weeks (September school holidays)
Documented my experience in Blog posts (http://herstorycambodia.wordpress.com /
Read autobiographies and biographies of victims of the Khmer Rouge whilst in Cambodia.
Used resources my students had made in teaching EnglishTrialled use of text resources for the teaching of English
in Cambodia Visited a range of community development centres in
Siem Reap, Cambodia.
Project Stage 2:Teaching
Lessons
Photographs
Narrative inquiry
Student reflections:
“The experience of my teacher has really impacted on my knowledge of Asia because while she teaches us about Social Justice she didn’t just tell us what we have to do, she just went out and did it”
“ Listening to the first hand experiences and visual aids helped me to understand that the situations are real and not just on the internet or in a book”
“I now have a better understanding of the injustices and inequality endured by millions of people”
“...made it seem as if it is actually possible to make a difference”.
Results of ‘Action Research’
RESULTS
Increased inter-cultural
understanding
Professional learning
Transition from “digital migrant”
“to “digital native”.”
Student empowerment
CHALLENGES:Confronting!Time frameIT learning curveCultural re-adjustmentupon returnTeaching English to 30 children aged 3 to 17 in the same classroom
Where to from here?
Embed social action project in the teaching of Social Justice in Year 10 Religion curriculum
Broaden the History (8-10) curriculum to include units of study on Asian history
Continue expanding pedagogical practiceFoster personal interest in teaching
English in a third world country by returning to Cambodia during LSL in 2012