cambodia immersion 2011
TRANSCRIPT
ALL HALLOWS’ SCHOOL
Asia and Australia’s engagement with Asia........learning through a lived experience.
Email: [email protected]
Blog: http://herstorycambodia.wordpress.com
What prompted my inquiry?
Student knowledge of and attitudes towards Asian communities
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 Mercy values
maintaining an optimistic and respectful approach to Cambodian culture
project’s allocated time
the 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 students
47 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% English
19% Religion
13% 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, Cambodia Volunteered 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 English Trialled 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 frame
IT learning curve
Cultural re-adjustment
upon return
Teaching 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 practice
Foster personal interest in teaching English in a third world country by returning to Cambodia during LSL in 2012