This book explores a new approach to cultural literacy. Taking a pedagogical perspective, it looks at the skills, knowledge, and abilities involved in understanding and interpreting cultural differences, and proposes new ways of approaching such differences as sources of richness in intercultural and interdisciplinary collaborations.
Cultural Literacy and Empathy in Education Practice balances theory with practice, providing practical examples for educators who wish to incorporate cultural literacy into their teaching. The book includes case studies, interviews with teachers and students, and examples of exercises and assessments, all backed by years of robust scholarly research.
Author(s): Gabriel García Ochoa, Sarah McDonald
Publisher: Palgrave Macmillan
Year: 2021
Language: English
Pages: 186
City: Cham
Acknowledgements
Contents
Chapter 1: What Is Cultural Literacy?
1.1 The Origins of “Cultural Literacy”
1.2 Cultural Literacy Redefined
1.3 Cultural Literacy as Literary Practice
1.4 Cultural Literacy and Intercultural Competence
1.5 Cultural Literacy, Experiential Learning and Reflection
References
Chapter 2: Cultural Literacy and the Case for Empathy
2.1 Reading and the Development of Empathy: An Uncertain Relationship
2.2 Defining Empathy
2.3 The Controversial Relationship Between Reading and Empathy
2.4 Identification and Perspective-Taking: Mirrors and Windows
2.5 Circle of Concern
References
Chapter 3: Destabilisation and Reflection
3.1 Destabilisation in Developing Cultural Literacy
3.2 Experiential Learning and Reflection
3.3 Developing Cultural Literacy: Cultural Readability in Action
3.4 Destabilising the Educator
References
Chapter 4: “Organic” Cultural Literacy—A Case Study
4.1 The Australian Context
4.2 Students from a Refugee Background in Australia
4.3 Cranbourne and Cranbourne Secondary College
4.4 The Story of Shabnam Safa: Destabilisation Through Difference
4.5 Destabilising the Curriculum: The Introduction of The Rugmaker of Mazar-e-Sharif
ESL Classes
VCE English
4.6 “Destabilising the Educator” in Practice
4.7 Teaching Strategies: Contextualisation, Collaborative Reflection and Perspective-Taking
Contextualisation
Collaborative and Shared Reflection
Perspective-Taking
4.8 Impact: A Shift in Perspective
References
Chapter 5: Embedding Cultural Literacy in Higher Education
5.1 Open-Space Learning Techniques
Warm-up: Clapping
A Long Short Walk
Theory Building
A Gastronomic Tour of the World!
Let’s Go Bananas!
Still Image or Tableau
Status Workshop
Perspective-Taking
5.2 Case Study: The Bachelor of Global Studies and Leadership for Social Change
Leadership for Social Change
Leadership for Social Change 1
Leadership for Social Change 2
5.3 Leadership for Social Change 3
Leadership for Social Change 3 from a Student Perspective
Activity Description
References
Chapter 6: Embedding the Curriculum in Cultural Literacy: Reading Across Cultures
6.1 Cultural Literacy at the Centre of the Curriculum
6.2 Assessment 1: Perspective-Taking and Character Analysis, “Gimpel the Fool”
Assessment Description
Preparation
Instructions
Discussion
6.3 Assessment 2: Film Analysis
Description
Preparation
Instructions
Presentation
Reflection
Discussion
6.4 Assessment 3: Ethnographic Analysis
Description
Preparation
Instructions
Part 1
Part 2
Written Reflection
Discussion
References
Conclusion
Index
