german students in the dutch teacher training for
DESCRIPTION
Mijn onderzoek over de intergatie van Duitse studenten in het NL Pabo onderwijs bij Stenden. My survey on the integration of German students in the Dutch Stenden curriculum of the Teacher Training Curriculum.TRANSCRIPT
FROM ETHNOCENTRISM TO DEMOCRATIC PARTICIPATION?
German students in the Dutch Teacher Training for primary education at
Stenden university, the Netherlands
Marcel Haagsma April 23-26 2009, ETEN-conference Izmir Turkey
Presentation
Small portrait of two students.Survey. Motives, approach, results.Discussion on democratic participation.
Portraits
Mareke Lienemann Vanessa von Poeppinghausen
Reasons for study in theNetherlands
Mareke Lienemann:Numerus clausus.Flexibility after graduation: Dutch degree
and German degree (application course).Vanessa von Poeppinghausen:More subjects in the Dutch curriculum then
in the German curriculum.More practice, right from the start.
Survey, motives
Since 2006/2007: Active institutional policy:
German students in the Dutch teacher training for primary education at Stenden university.
Practice schools: language course.
Summer courses Dutch language.
Practice schools
Dutch language. levels
Cultural differences: misunderstandings
-Professional culture in education (power distance)
-Dutch history (curriculum)-National laws on education (Dutch
constitution)
Programme
Cultural introduction to Dutch education & society Contents:
Dutch education system & professional culture.Dutch child life, school life.Dutch history, related to the school system.Arts & culture in the Netherlands, 20th and 21st
century.Currents events in Dutch education, national
debates.Intercultural workshop.Excursion.
Did it work?
Goal survey: did the programme work, adaptations?
Literature.
Hofstede(2005): cultural dimensions.
Power distanceIndividualism versus collectivismMasculinity versus femeninityAvoidance of insecurityLongterm versus shortterm orientation
Did it work?
Literature: Hall & Reed Hall (1990): Six basic values in intercultural
communication:
High vs.low context culturesMonochronical vs. polychronical culturesPersonal space“Speed of messages”Fastness vs. slowness of stream of informationChains of actions
Hofstede (2005), Hall & Reed Hall (1990)
German- Dutch differences:
Power distanceAvoidance of insecurityLongterm vs. shortterm orientation
Chains of actions
Survey: enquiry
7 questions: see paper13 respondents, 12 female, 1 male, random
from focus group (N=24).
Some of the results: More informal relationships teacher-pupils.More group work/self responsable learning.Benefits from the programme (history, cultural
issues).Suggestions for improvement of the
programme.
Phases in intercultural communication (Bennett & Bennett, 1998, 2002)
1. Denial2. Resistance3. Minimalisation4. Acceptance5. Adaptation6. Mutual integration
EthnocentricEthnorelative
From ethnocentrism to democratic participation?
Is this approach ethnocentric? If so is that a bad start?
Can you report of similar projects in your country?
What other approaches of democratic participation do you know for this or similar projects?
What other relations with democracy or human rights, do you see here?
What could the idea of the “Ladder of participation” by Roger Hart contribute here?
Roger Hart (1992)
Thank you.