Cross-cultural
Pedagogy
Intercultural Practices with target
learners: primary, secondary, formal,
non-formal education
Module 3
2021
Oficina de Educación
Virtual USTA
Cross-cultural
Pedagogy
Module 3
Intercultural Practices with target learners:
primary, secondary, formal, non-formal education
Author
Mangely Londoño Gutiérrez
2021
Oficina de Educación
Virtual USTA
DIRECTIVOS UNIVERSIDAD SANTO TOMÁS
fr. José Gabriel Mesa Angulo, O.P.
Rector General
fr. Eduardo González Gil, O.P.
Vicerrector Académico General
fr. Wilson Fernando Mendoza Rivera, O.P.
Vicerrector Administrativo y Financiero General
fr. Javier Antonio Castellanos, O.P.
Decano División de Educación Abierta y a Distancia
Ed.D. Pedro Antonio Vela Gonzalez
Decano Facultad de Ciencias y Tecnologías
AUTOR DISCIPLINAR
Educación Abierta y a Distancia
Facultad de Educación
Maestría en Ambientes Bilingües de Aprendizaje
Cross-cultural Pedagogy
Module 3 : Intercultural Practices with target learners: primary, secondary, formal, non-formal education
Autor : Mangely Londoño Gutiérrez
ASESORÍA Y PRODUCCIÓN
Mg. Carlos Eduardo Álvarez Martínez
Coordinador Oficina de Educación Virtual
Mg. Wilson Arley Sánchez Pinzón
Asesor tecnopedagógico, corrector de estilo y diseñador instruccional
Prof. Diego Fernando Jaramillo Herrera
Diseñador gráfico
Oficina de Educación Virtual
Universidad Santo Tomás
Sede Principal - Bogotá
2021
Universidad Santo Tomás
Intercultural Practices with target learners:
primary, secondary, formal, non-formal education
Module 3
Universidad Santo Tomás
Universidad Santo Tomás
CONTENT OF MODULE 3
Problematization - Learning situation - Context
2
Guiding questions
3
Instructional Analysis (Content Synthesis)
4
Methodology
6
Introduction - Presentation 1. Definition of macroeconomics
8
3.1. Positioning practices
9
3.1.1. Reflecting on practice
10
3.1.1.1 Modeling and explaining
12
3.2. Generating practices "from" and "with" the community
14
3.2.1. Transparent teaching
15
3.2.1.1 Transformative Dimension of the Practice
Bibliography / Webgraphy
17
20
Pages
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PROBLEMATIZATION
Learning Context: Problematization
Based on a Case Study students chose in Phase 1 Activity 2, the student will
develop skills interpreting what decolonization is and analyzing the community
needs in an intercultural context to generate an intercultural communicative
competence.
The student will interpret what decolonization is and analyze the community
needs in an intercultural context.
The following article is given as a resource to have in mind in the process of
teaching:
Walsh. C. (2014). Lo pedagógico y lo decolonial: Entretejiendo caminos.
http://www.ceapedi.com.ar/imagenes/biblioteca/libreria/370.pdf
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CORE QUESTIONS
(L O 3)
How the decolonization of the curriculum gives answers for a Cross
Cultural Pedagogy?
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INSTRUCTIONAL ANALYSIS
(CONTENT SYNTHESIS)
Module 3: Intercultural Practices with target learners:
primary, secondary, formal, non-formal education
3.1. Positioning practices
3.1.1. Reflecting on practice
3.1.1.1 Modeling and explaining
3.2. Generating practices "from" and "with" the community
3.2.1. Transparent teaching
3.2.1.1 Transformative Dimension of the Practice
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METHODOLOGY
The Module uses Case Study as a didactic strategy which gives the student the
opportunity to determine which case Study type, design or style is most applicable to its
intended audience.
A case study involves an-up-close, in-depth, and detailed examination of a case, within its
real-world context.
In this didactic strategy the student chooses the topic of the Case Study, selects the
participants which are involved in the case, conducts the corresponding interviews,
collects, and analyzes the collected data.
The student should read the corresponding references given in the Module and apply the
information to its Case Study.
The activities of the third stage, “Contribute and disseminate:” are expected to
accomplish the activities below:
Project Phase 3. Activity 1. Individual Work. Written Forum Participation and Oral
Participation.
Interpreting what decolonization is and analyzing the community needs in an
intercultural context.
Project Phase 3. Activity 2. Group Work. Final Written Report.
Generating an intercultural communicative competence.
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INTRODUCTION
This module includes activities that allow learning through interaction with content,
classmates and teachers, starting with contextualization and concept foundations.
The module recognizes formative as well as summative evaluation but also integrates
activities that allow peer-evaluation and self-evaluation. The module uses Case Study as
the main didactic strategy to achieve the learning objectives that can be evidenced with
learning outcomes, respectively.
The outcomes will be evaluated using different criteria that are described in the Module
Rubric aiming to evaluate the capability of the student to apply or use the knowledge,
skills, and abilities in an activity/setting.
The contents this module will develop are:
Module 3: Intercultural Practices with target learners: primary, secondary, formal,
non-formal education
3.1. Positioning practices
3.1.1. Reflecting on practice
3.1.1.1 Modeling and explaining
3.2. Generating practices "from" and "with" the community
3.2.1. Transparent teaching
3.2.1.1 Transformative Dimension of the Practice
The main activities this Module will develop are based on CASE STUDY, evaluating
bilingual learning environments by describing the essential human, linguistic and
socio-cultural aspects of educational communities.
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MODULE 3: INTERCULTURAL PRACTICES WITH TARGET
LEARNERS: PRIMARY, SECONDARY, FORMAL,
NON-FORMAL EDUCATION
3.1. Positioning practices
Image taken from:
https://upload.wikimedia.org/wikipedia/commons/f/fd/Painel.Paulo.Freire.JPGA
In the conditions of the current educational context, the pedagogical practices cannot be
reduced to the teaching exercise and the processes developed in the classroom context.
Today more than ever, it is essential to open conversation spaces and discussions that
expand the meaning of the pedagogical practices to understand its true nature and
scope.
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For Restrepo and Campo (2002), the pedagogical practice consists of the modes of daily
action, whether intellectual or material, that respond to a tactical logic by which the
teacher configures his existence as an individual and as a community, contributing to the
development of culture in the educational context.
The emancipatory interest asks to review the role of the school as space in which, rather
than reproducing the dominant models, it promotes the transformation of both the
learner and the subjects it teaches. For this, a teaching-learning process is necessary to
be aimed at seeking to obtain knowledge and skills that allows the learner access to
higher-level reasoning.
In addition, this process allows the teacher to make a commitment with reflection so that
the pedagogical practice is transformed and adapted to the context demands. In this way,
the teaching-learning process requires, among other things, analyzing, implementing,
and evaluating proposals that build educational theory based on action (the practice
itself); theory arising from the deliberation of experience of the main actors to determine
the best path and the best decisions. Some of these proposals include “the professional
emancipation of the teacher, problematic education and education for resistance” (Balbi,
2009).
The following text allows us as teachers to have a perspective of our function in the
pedagogical practice to be positioned.
González. S. 2020 Prácticas, Praxis y Transformación Docente desde la Pedagogía
Suvidagógica. Fondo Editorial Universidad de Córdoba. ISBN N.º. 978-958-5104-13-6.
Colombia.
https://repositorio.unicordoba.edu.co/bitstream/handle/ucordoba/3423/Libro%20Pr%C
3%A1cticas%20y%20praxis.pdf?sequence=1&isAllowed=y
3.1.1. Reflecting on practice
The deep change that higher education is undergoing, and the radical transformation of
its structure are having a special impact on teaching-learning processes. Appearance of
a new curricular structure, the proposal of new methods of teaching explicitly focused on
student learning, and the new conception of the work of teachers that arises from these
changes is generating pedagogical-didactic demands today.
Currently, a new teaching profile is required that can satisfy the demands that these
changes produce, where the ability to reflect on one's practice and the ability to develop
reflective thinking are considered key aspects.
At this time, a new teaching profile is requested that can promote significant student
learning, superior thinking skills, learning to learn, by reviewing professional practice and
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reflective thinking skills.
The training of any professional implies a continuous process, with different phases and
moments of learning. For this reason, initial training should not aspire to students
completing their university studies as "expert professionals", but rather this stage should
be understood as the first phase of a development professional process. Initial training
must be articulated with the professional development processes that are implemented
in the professional and occupational contexts and that, in short, constitute the ideal
context for the training and improvement of the professionals.
The key to good teaching does not consist only in knowing how to transmit the
information adequately, but also has to do with the ability to recreate educational
environments that foster autonomy of students in their learning process.
Definitely, teaching is about making it possible for students to learn. Therefore, it is
important that a student perceives the teacher as someone before whom they feel the
freedom and opportunity to learn. Teaching-learning activities should be structured
around reflective dialogue, debate, and deliberation.
From a methodological point of view, this reflective dialogue is developed by listening
actively, with the meeting between participants, teachers, and students, all engaged in
the search for the subjectivity of the other and open to the question of meaning (Greene,
1987).
The following video shows a reflective teaching.
Image taken from:
https://www.youtube.com/watch?v=N9OSBpiwofk
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3.1.1.1 Modeling and explaining
The accelerated evolution of the world in its social structures and its culture, has starred
in recent times a wiser vision of the role that education plays in the generation of life
models and the role that teachers, students, and public policy should play in the
composition of the educational scheme.
Taking Cecilia Correa de Molina, in her book “Dialogic, systemic curriculum and
interdisciplinary”, we can say that Education should be understood as the
macro-influence that society exerts on the individual; “is characterized by the organized,
committed, and responsible work of educators, aimed not only at the development of
skills or competencies intellectuals, but also to the development of the multiple
potentialities of students, to the characterization of their personality and their moral
values and spiritual, so that they can become true agents of social transformation” (p, 22).
This leads the teaching community to differentiate the fundamental concepts that
revolve around the educational process, use a common language that leads the actors of
the educational communities to understand and properly and properly apply the
concepts and procedures, that allow the constitution of a true scientific community.
It is important and urgent to formulate improvement plans in the educational system in
the short and medium-term which allows installing educational strategies that redirect
the learning process towards the full student performance in any context in which they
must act.
Meaningful learning theory addresses every one of the elements, factors, conditions, and
types that guarantee the acquisition, the assimilation and retention of the content that
the school offers to the student, so that it acquires meaning.
The origin of meaningful learning theory is in Ausubel's interest to know and explain the
conditions and properties of learning, which can relate to effective and efficient ways to
provoke in a way that deliberate stable cognitive changes, capable of endowing individual
and social meaning.
The following video gives us a reflection about rethinking the education.
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Image taken from:
https://www.youtube.com/watch?v=l9q8lhBgLFE
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3.2. Generating practices "from" and "with" the community
The social and educational challenges we face today force us to rethink what the role of
educational institutions and digital technologies is in the 21st century, which requires a
deeper understanding of the learning activities of schools.
Initiatives should be taken that contribute to generating connected practices and
involving teachers, students, and communities a discussion about the type of society in
which they want to live in the future.
Transforming practice, however, is an imperative of our times. It is imperative if we
recognize that education in its essence is change. It is imperative because it is necessary
to live new experiences. Transforming practice inevitably implies moving towards new
rationality of thought and action. Rationality is more articulated to social reality, to
educational needs, to the essence of education.
Bazdrech (2000) tells us, transforming practice means, then, transforming the logical
rationality of actions in order to constitute rationality pertinent to the educability of
actions. It is about thinking-selecting-doing the actions in terms of those that are
congruent with the nature of the educational purposes, for the context and the specific
learning situation.
The following video is a conversation with Angel Díaz Barriga who is a PhD and
Researcher in the “Instituto de Investigaciones sobre la Universidad y la Educación,
Mexico”; he gives us some reflections about the way to teach and the implications of
being a teacher.
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Image taken from:
La profesión docente:
https://www.youtube.com/watch?v=_KzFPGjsnFs
3.2.1. Transparent teaching
The fact that education has become a field of public policy intervention is the result of a
long process historical that combines modernization and secularization. Modernization
extracted the processes of socialization and education from the sphere of the family and
the traditional community, while secularization limited the church's control over
education. The transformation of education in public spaces makes it ideal for the
intervention of public policies and public authorities through a set of initiatives and
instruments. Underlying the definitions of public policy is the concept of a public space in
which a legitimate public authority can act.
from:
This appears as a characteristic of its own of modern society,Image
is thetaken
result
of complex
social processes and social and political struggles.
https://www.youtube.com/watch?v=uBoeAWHbOcc
A public policy and educational reform consequently has some characteristics: it has
content that expresses goals and results supported by a substantive explanation about
the interaction of the factors underlying social and institutional changes; is an action
program, which implies decisions around priorities, lines of action, resources, times,
around specific axes that have a common denominator; represents an orientation
valuation since the decisions, the allocation of resources that they entail, necessarily
imply value orientations both from the point of view of because of the major goals to be
achieved, such as the roles and responsibilities of the various parties involved in politics.
What are the responsibilities of the government, individuals, and the society? They imply
legal capacities to use coercion, promote agreements or use incentives; it has costs.
Every policy involves costs in a context of scarce resources.
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Educational reforms are privileged expressions of political projects and one of their main
instruments. Being a political project that is expressed in a public policy, it is produced
and executed in a complex system of interactions with actors of diverse nature.
An occupational market that only partially demands education is not a stimulus for
significant changes in the educational system it is as a whole, although it may generate
changes in a few segments of himself. The education system is responding to what the
market asks of it and it is not asking necessarily quality. This could explain the limited
effective social support for quality reform and, in general, the reduced interest in the fate
of public education.
Significant quality-based educational growth makes it possible to expand and generate
better quality employment.
The following article shows us some challenges the education has in the world.
UNESCO. 2005. Carta Informativa. Ética y Transparencia: desafíos a los sistemas
educativos. Vol. XXIII n° 4 Octubre – Diciembre. Instituto Internacional de Planeamiento
de la Educación.
http://www.iiep.unesco.org/sites/default/files/nl_2005-4_en.pdf
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3.2.1.1 Transformative Dimension of the Practice
In the Ibero-American context, there is a general agreement to identify five dimensions
that make up the pedagogical architecture of Service Learning: learning, service, the
activity of social utility, participation, and reflection (Batlle, 2013; Díaz, 2006; Puig, 2015;
Montes et al., 2011).
To delve into them, we have followed the works of Puig, Batlle, Bosch and Palos (2007)
and Puig (2015), since they include some more characteristics to account for, among
other issues, the collaboration between the school and the community, from the
formation of a network of partners service-learning has the following characteristics:
An educational project with social utility.
A method for formal and non-formal education, for all ages and that must have a precise
temporal space.
A service to learn and collaborate in a reciprocal framework.
A process of acquiring knowledge and skills for life.
A method of active pedagogy that requires an educator more than a teacher.
A network of partners and instances of connection and support.
A multiple formative and transformative impact (Puig et al., 2007, p. 55).
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These dimensions are not always manifested in the same way or with the same
emphasis, but "they express an educational ideal or desirable note to which each
concrete experience, as a singular reality, is gradually approaching or it would be
desirable for it to do so" (Puig and Palos, 2006, p. 9).
The word service can be named to mean different things: work or work that is done
serving a public or private entity; organization and personnel destined to satisfy the
needs of the population; favor for the benefit of someone; utility and benefit of some
object or activity, among others. Underlying all definitions is the idea of something useful,
necessary, or interesting for some reason, but they lack the formative and transformative
potential that they acquire in the framework of service-learning projects, where it is
understood as a planned educational action aimed at responding to real needs of society
(Puig and Palos, 2006).
It is an activity of social utility that is inseparable, as has already been pointed out, from
the learning that originates and sustains it and the transforming intentionality that guides
it. From this point of view, the service is at the antipodes of the purely charitable or
assistance activities that make the person receiving assistance a taxable person, without
the possibility of participating in the improvement process, to place itself in the vicinity of
Freire's approach (1983), who conceives the knowledge of reality as an axis embedded
in transformative actions, highlighting the political, social, and ethical dimensions of
human actions.
In line with the above, service activities are constituted as actions that the subjects carry
out in a real way and that, therefore, distance themselves from theoretical debates
without practical application, the expression of wishes, or the mere speculation of
possible actions. A service is a practical experience that, according to Puig et al. (2007),
Puig (2015), and Batlle (2009), must be articulated on the following dimensions:
It emerges from the deliberation, commitment, and organization of an established plan.
It is a free, conscious, and gratuitous action that favors the acquisition of learning and the
development of civic skills.
It is an activity aimed at improving some aspects of social reality.
The actions must be useful and meaningful for all the protagonists.
They have to create a structure of reciprocity in which whoever performs the service also
receives some benefit from the recipient of the activity. This favors a dynamic of mutual
promotion.
The following video given by an UNESCO representative of Ethiopia gives us a reflection
about what education in the world should be to improve the quality of lives in the
communities.
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Image taken from:
https://www.youtube.com/watch?v=eHKiC-bV2TM&t=37s
The following article and video are an independent report published by UNESCO that
gives a series of recommendations that will help countries achieve the goals of inclusive
education by 2030.
UNESCO. 2020. Informe GEM. https://es.unesco.org/news/GEM-Report-2020
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Image taken from:
https://www.youtube.com/watch?v=-2-F0KK1C_k&t=10s
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BIBLIOGRAPHY / WEBGRAPHY
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BIBLIOGRAPHY / WEBGRAPHY
References:
Cheryl A. Roberts. The Bilingual Research Journal Summer/Fall 1995, Vol. 19, Nos. 3 & 4,
pp. 369-378. Retrieved from:
https://ncela.ed.gov/files/rcd/BE021127/Bilingual_Education_Program.pdf
Corbetta y otros. (2018) Educación intercultural bilingüe y enfoque de interculturalidad
en los sistemas educativos latinoamericanos. Avances y desafíos. Comisión Económica
para América Latina y el Caribe (CEPAL). Retrieved from:
https://repositorio.cepal.org/bitstream/handle/11362/44269/1/S1800949_es.pdf
Cruz, F. (2013). Consideraciones en torno a la diferencia y la diversidad en la enseñanza y
el aprendizaje de lenguas en Colombia. Retrieved from: Vista de Consideraciones en
torno a la diferencia y la diversidad en la enseñanza y el aprendizaje de lenguas en
Colombia (unisabana.edu.co)
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