Advances in human resources management and organizational development book series, May 30, 2014
In this chapter, the authors examine how working with diverse international communities to explor... more In this chapter, the authors examine how working with diverse international communities to explore migration history and experiences using oral history and community-service learning pedagogy as well as research practices creates a model for transformational dialogue and understanding regarding difference and diversity. The Empowerment and Migration project focused on two activities: a two-city exhibition on “Citizenship and Migration,” involving migrants from Los Angeles and Marseilles, and the E&M Website, which offers migrants, educators, researchers, associations, and NGOs a global forum for education, dialogue, and research regarding immigrant experiences. The project included student work from California State University Dominguez Hill in Los Angeles and from the Lycée Jean-Baptiste Brochier in Marseilles and immigrant contributions from the Coalition for Humane Immigrant Rights of Los Angeles. The authors qualitatively examine the project's goals of reducing defensiveness by promoting reflective practice, collaborative multicultural skill mastery, and practices for building and sustaining positive cross-cultural rapport.
PREPARING TO TEACH a course outside one's field of specialty or even continental comfort zone... more PREPARING TO TEACH a course outside one's field of specialty or even continental comfort zone provides a unique if somewhat daunting opportunity. With Western Civilization classes as my teaching experience for entry-level college courses, I approached teaching "The United States Since Reconstruction" with some trepidation. However, after spending time talking with my colleagues in U.S. history and reminding myself of my general teaching and research interests in gender, class, and race/ethnicity, I dug into choosing my texts and carving out my big-picture analysis.' Through the advice of several seasoned colleagues, I chose a wellknown textbook on U.S. history and a primary source reader that allowed my students some breadth in following their own interests in course themes. One colleague, who had just changed his specialty from British to U.S. History, also suggested I try a text that would open up the context of major events beyond national borders. In addition, searching the Internet for other items of interest brought me more ideas for teaching U.S. history with an eye to the world. Armed with A People and a Nation; For the Record: A Documentary History of America; History Lessons: How Textbooks from Around the World Portray U.S. History; and Becoming American, Becoming Ethnic: College Students Explore Their Roots, I began the task of shaping my course.2 The textbook and primary sources helped identify some of the major themes of the class that explored U.S. political, social, economic, and
Advances in human resources management and organizational development book series, May 30, 2014
In this chapter, the authors examine how working with diverse international communities to explor... more In this chapter, the authors examine how working with diverse international communities to explore migration history and experiences using oral history and community-service learning pedagogy as well as research practices creates a model for transformational dialogue and understanding regarding difference and diversity. The Empowerment and Migration project focused on two activities: a two-city exhibition on “Citizenship and Migration,” involving migrants from Los Angeles and Marseilles, and the E&M Website, which offers migrants, educators, researchers, associations, and NGOs a global forum for education, dialogue, and research regarding immigrant experiences. The project included student work from California State University Dominguez Hill in Los Angeles and from the Lycée Jean-Baptiste Brochier in Marseilles and immigrant contributions from the Coalition for Humane Immigrant Rights of Los Angeles. The authors qualitatively examine the project's goals of reducing defensiveness by promoting reflective practice, collaborative multicultural skill mastery, and practices for building and sustaining positive cross-cultural rapport.
PREPARING TO TEACH a course outside one's field of specialty or even continental comfort zone... more PREPARING TO TEACH a course outside one's field of specialty or even continental comfort zone provides a unique if somewhat daunting opportunity. With Western Civilization classes as my teaching experience for entry-level college courses, I approached teaching "The United States Since Reconstruction" with some trepidation. However, after spending time talking with my colleagues in U.S. history and reminding myself of my general teaching and research interests in gender, class, and race/ethnicity, I dug into choosing my texts and carving out my big-picture analysis.' Through the advice of several seasoned colleagues, I chose a wellknown textbook on U.S. history and a primary source reader that allowed my students some breadth in following their own interests in course themes. One colleague, who had just changed his specialty from British to U.S. History, also suggested I try a text that would open up the context of major events beyond national borders. In addition, searching the Internet for other items of interest brought me more ideas for teaching U.S. history with an eye to the world. Armed with A People and a Nation; For the Record: A Documentary History of America; History Lessons: How Textbooks from Around the World Portray U.S. History; and Becoming American, Becoming Ethnic: College Students Explore Their Roots, I began the task of shaping my course.2 The textbook and primary sources helped identify some of the major themes of the class that explored U.S. political, social, economic, and
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