university of wisconsin superior lynn amerman goerdt assistant professor lgoerdt@uwsuper edu n.
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University of Wisconsin, Superior Lynn Amerman Goerdt, Assistant Professor PowerPoint Presentation
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University of Wisconsin, Superior Lynn Amerman Goerdt, Assistant Professor

University of Wisconsin, Superior Lynn Amerman Goerdt, Assistant Professor

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University of Wisconsin, Superior Lynn Amerman Goerdt, Assistant Professor

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  1. University of Wisconsin, Superior Lynn Amerman Goerdt, Assistant Professor Toward Critical Consciousness: Using Skype to Internationalize Curriculum for Meaningful Learning Tools for Teaching: Using Technology to Enhance Instruction University of Wisconsin, Eau Claire February 24, 2012

  2. Dialogue Structure German Participants United States Participants

  3. At the intersection of converging trends • Internationalizing higher education • “a perspective, activity or programme, which introduces or integrates an international/intercultural/global outlook into the major functions of a university or college”(Knight, 1993, p. 113, as cited in deWit, 2002). • An institutional process • Expanding critical lens of social work education • Decenter and broaden policy perspective as way to address domestic challenges • Broadening professional competence

  4. Mission of Social Work Profession To enhance human wellbeing and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty” ---National Association of Social Workers

  5. Example Domestic Issues

  6. Critical Consciousness as framework to counter myopic perspectiveFreire (1974, 1998)

  7. Dialogue • 17 participants (13 German, 4 United States) – representing approx. ½ of invited students • Shared content prepared by all students & sent prior to the dialogue • Policies to ensure well-being of young children • Scheduled in the morning in U.S. (afternoon in Germany) • 55-minute exchange • Conducted in English

  8. Topics Discussed Planned topics: • Economic assistance • Child support • Family leave • Abortion • Preschool • Childcare Additional topics: • Religion and politics • Social security • Prostitution • Childcare • Homelessness • College tuition

  9. Movement of Student Groups along Critical Consciousness Continuum Constructed from (Freire, 1974, 1998) Continuum of Critical Consciousness Development German participants U.S. participants SOCIOPOLITICAL CONTEXT Naïve transitive consciousness Semi-transitive consciousness Critical consciousness Awareness of self or one’s group in relation to others Curiosity for learning with the ability to be self critical Critical thinking regarding socio-political reality Results of Case Study: Both groups moved toward critical consciousness

  10. Factors relevant to Success and Critical Consciousness Development

  11. Other Lessons Learned • Reduce the formality to increase the risk students are willing to take. • Facilitate less so there is more opportunity for students to share and ask each other questions. • Test the equipment, particularly the microphone. • Use technology that is familiar to both instructors and accessible by students. • Consider Internet speed in the space you intend on using

  12. Discussion Considerations & Questions • How is the impact different with student-to-student exchange vs. faculty-to-student or other structure? • What was the impact of the exchange being facilitated in English versus translated? • How might the impact be different when exchanges are “assigned” versus “optional”? • How do you go about building the relationships with faculty to create these exchanges?