Making sense of «culture» in Formación Docente

Cecilia Molinari de Rennielittsuruguay@live.com

AimsAims

THE NEW AGENDA OF EDUCATIONTHE NEW AGENDA OF EDUCATION

Two conceptions of «culture»Two conceptions of «culture»

Culture and globalization(W. Mignolo 1998)

1500’s 1800’s 1900s 21st century

HISTORICAL EVENT

Spanish conquest of America: “literal” globalization

Industrial Revolution

Industrial Revolution

Capital

SITE OF POWER

Spanish Empire British Empire United States Global market

KEY Christianization Civilization Development Participation

DICHOTOMY Christian/heathen Civilized/ barbarian

Developed/ underdeveloped

Insiders/ outsiders

CULTURE «true faith» as European treasure; imperative to propagate faith

«treasure» that belongs to Europe to be enjoyed by other culturesSite of theory vs. Site of «corpus»Language- Literature-Culture: European

Resignification of minority culturesDïversity

EDUCATION Religious studies Liberal HumanismWorks of great civilizations «English»

MulticulturalismCultural studies

The question of «relevance»The question of «relevance»

Curriculum planning in Uruguay: Teacher Education

Curriculum planning in Uruguay: Teacher Education

EFL and the discourses of globalizationEFL and the discourses of globalization

THE INCLUSION OF “CULTURE” IN THE LANGUAGE CURRICULUM

Communicative Classical Instrumental/Value-free Deconstructionist CompetenceL- CULTURE Culture separate from

L pointsLanguage secondary to Culture

Language as mechanism of cultural transmission;

TSs manipulated by implicit messages due to cultural construction of texts

Knowledge of a language’s culture

essential to full understanding of

nuances of meaning

APPROACH COMMUNICATIVE CLASSICAL-CURRICULUM

INSTRUMENTAL VALUE-FREE CRITICAL LITERACY AND CRITICAL DISCOURSE ANALYSIS

ETHNOGRAPHY

LANGUAGE L quickly usable in specific contexts

Access route to culture

Contextualized in Ss’ own region and culture

L gives access to communities that share knowledge/socioeconomic function

L perpetuates a social order and value system implicit in its forms of use

Has a singular nature and becomes the single collecting ground for products of diverse cultural practices in which it is involved

CULTURE Source of “carrier content”

Can enhance intellectual value of the L

danger of cultural contamination

Financial, technological and scientific knowledge as value-free

Values promoted through implicit messages

A culture involves series of social practices surrounding the use and creation o f written language.

EXAMPLE: Racial video to enhance discussion skills

Ancient Languages

(language of logic and rationality)

EFL in Uruguay

Holme, R. (2003) "Carrying a baby in the back: teaching with an awareness of the cultural construction of language" In Context and Culture in Language Teaching and Learning, Ed. M. Byram & P. Grundy Clevedon: Multilingual Matters Ltd. Pp. 18-21

Working with culture at FDIntroducción a la Literatura (1st year)

Working with culture at FDIntroducción a la Literatura (1st year)

Rethinking taste: a freakish paradeAndrea González (colegio privado de Florida)

Rethinking taste: a freakish paradeAndrea González (colegio privado de Florida)

Describing clothesDescribing clothes

Discussing FashionDiscussing Fashion

Problematizing taste

Organising and event: a freakish fashion parade

VIDEO_TS.IFO

«My monster, myself» Soledad Fortunato, Liceo N 3 Florida

«My monster, myself» Soledad Fortunato, Liceo N 3 Florida

• Cultural studies:– Teenage culture– Freaks, losers, monsters

• Classroom culture:– Cooperation– Independence– Critical thinking– Celebrating differences

• Study texts• Discuss topics• Design creatures• Build creatures• Presentation• Round-up

• In what ways the context in which you work facilitates or hinders the implementation of

• In what ways the context in which you work facilitates or hinders the implementation of

Educational Change: towards a society of knowledge

Educational Change: towards a society of knowledge

Institutional changeInstitutional change

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