Subject Index

Engaging Dissonance: Developing Mindful Global Citizenship in Higher Education

ISBN: 978-1-78714-155-1, eISBN: 978-1-78714-154-4

ISSN: 2055-3641

Publication date: 28 February 2017

This content is currently only available as a PDF

Citation

(2017), "Subject Index", Engaging Dissonance: Developing Mindful Global Citizenship in Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 9), Emerald Publishing Limited, Leeds, pp. 311-317. https://doi.org/10.1108/S2055-364120170000009025

Publisher

:

Emerald Publishing Limited

Copyright © 2017 Emerald Publishing Limited


INDEX

Academic learning
, 46, 47

Africans, in America
, 236–237

Ambiguity
, 5, 13

American Ideals
, 211, 212

American Institutions
, 211, 212

Amnesty International
, 159

Articulating learning
, 57, 64

Asymmetrical reciprocity
, 217

Bachelor of Veterinary Medicine & Surgery (BVM&S)
, 174–175

The Bluebell Nursery
, 96

Bounded freedom
, 97–98

Burro Genius (Villasenor)
, 221

California Education Code
, 211

Center for Collaborative Online Learning (COIL)
, 109–121

Certificate in Advanced Veterinary Practice (CertAVP)
, 179

Citizenship
, 46

Civic engagement
, 46

constructivism in
, 7

constructivist learning design
, 7–13

engagement process
, 13–18

synthesis
, 18–20

Class, higher education in
, 162–166

Clifton’s StrengthsFinder assessment
, 77

Cognitive dissonance
, 26–27

Collaborative learning
, 180–181

Communication skills
, 176–177, 181

Community
, 101

Community cultural wealth
, 219–220

Community engaged learning
, 34

Community engagement, in Kenya
, 94–95

Community involvement
, 7

See also Civic engagement

Condor Airlines
, 100

Conscientization
, 64

Constructivism

benefits
, 21–22

challenges with
, 20–21

in community and global engagement
, 7

as educational practice
, 5–7

recommendations
, 22

Constructivist-oriented practices

assessment procedures
, 19

cross-cultural understanding
, 11

engagement process
, 14–18

needs of engagement site
, 11

personal exploration
, 8–9

prior learning of students
, 9–10

reflection, establishing expectation of
, 12–13

Contemplative pedagogy role
, 274–277

Continuing professional development (CPD)
, 178–179

Contradiction-focused techniques
, 16

Contribute Kenya Foundation
, 95–98

Critical inventory
, 214–216

Critical reading
, 30

Critical role-play activities
, 33

Critical thinking
, 7

Cross-cultural learning

on local and global scales
, 235–240

technology
, 240–242

Cross-cultural online conversations
, 241–242

Cultivating Awareness and Resiliency in Education (CARE) program
, 274–275

Cultural autobiography
, 235–236

Cultural competence
, 11, 21

Culturally responsive teaching
, 272–274

Cultural mentors
, 76–77

Cultural shock
, 54

Cultural stress
, 54

Cultural surprise
, 54

Culture
, 11

DEAL model
, 57–58

Decision task
, 116

Describe, Interpret, Evaluate (DIE) journal entry
, 80–81

Descriptive level
, 57

Diversity Council
, 268

Domination and resistance

community cultural wealth
, 219–220

critical inventories
, 214–216

history
, 220–224

positionality
, 218

praxis
, 212–214

public transcript
, 218–219

Education class
, 279

Education for sustainable development (ESD)
, 186

Educators, preparation for constructivist approaches

Emotional entropy
, 49–50, 58

Empathy
, 233

Empire State College (ESC)
, 111

Engage dissonance
, 26–27, 286–287

Entropy
, 49

Erasmus intensive programs
, 193

European pedagogical identity
, 201–202

European professional identity
, 199, 202

Examining level
, 57, 64

Executing task
, 116

Experiential activities
, 180–181

Experiential liberal arts
, 6

Extra-mural studies (EMS)
, 181–182

Facilitation and setting engagement
, 101–102

Faculty conceptual dimensions
, 46–47

Flipped classroom/Flipped Learning
, 162

Generation task
, 116

Global agency
, 47–48

definition
, 45–46

Global citizens
, 158

Global citizenship
, 262

Global citizenship education

goals
, 232

impact programs
, 230

interaction
, 31–34

learning activity
, 230

learning context
, 234–235

noticing
, 34–37

pedagogical applications
, 37–40

perspective consciousness
, 231–234

scaffolding
, 28–31

teacher education curriculum
, 231

Global competency
, 46

Global engagement

constructivism in
, 7

constructivist learning design
, 7–13

engagement process
, 13–18

synthesis
, 18–20

Global Leadership through Service Learning
, 72

Globally networked learning experiences (GNLE)
, 130–131

development
, 137–138

faculty readiness
, 134–135

language
, 138

learning management system
, 136–137

mindfulness and global citizenship
, 132–133, 152–154

pedagogy and assessment
, 138

planning and implementation
, 134–137

practice
, 139–142

schedules
, 139

technologies
, 136, 139

time zone
, 138

Group covenant
, 150

Habermas’s concept
, 217

Hanze University of Applied Sciences (HUAS)
, 89

engagement activities in Kenya
, 92–93

Hermeneutic circle
, 16, 19

Hierarchy of needs, learning and
, 55

Higher education

in class
, 162–166

implications and challenges
, 160–162

learner’s perceptions
, 167–169

outside of class
, 162

Higher Education Institutions (HEIs)
, 193

Holistic support approach
, 184

Honors Talent Program
, 93–95

Human rights
, 158, 159

learn
, 163

promotion
, 167–168

Iceberg metaphor
, 11–12

Identity
, 56

In a Different Mirror (Takaki)
, 60

Inclusive learning and teaching
, 26

Inclusive pedagogical approaches

framework
, 37–40

interaction
, 31–34

noticing
, 34–37

scaffolding
, 28–31

India, U.S. Americans in
, 50–51

Indigenous knowledge
, 21

Institute for Academic Development (IAD)
, 185

Institution of higher education (IHE)
, 266

Intensive programs (IP)

aim
, 192

elements
, 193, 194

European professional identity
, 199–202

innovative goals
, 195

partner network
, 193

poverty and social exclusion
, 194–195

pre-meetings
, 196

risk factors
, 195

teaching and learning methods
, 196–199

Interaction
, 31–34

Interactive learning dimensions
, 47–48

Intercultural competence development

cultural mentors
, 76–77

D.I.E. journaling
, 80–81

key partnerships and service learning
, 74–76

personal identity
, 81–82

personal inventories
, 77–79

reflective journaling
, 79–80

soft skills
, 82–83

theoretical models
, 72–74

Interculturalism
, 50–51

dissonance of death
, 61–63

emotional entropy
, 58–61

praxis
, 57–58

preparation/pre-departure planning
, 51–57

processing
, 63–65

Intercultural learning
, 46, 47

International Business School (IBS) of HUAS
, 89, 92–93

International collaboration
, 109–110

challenges and implications
, 122–125

data sources
, 113–114

deployment of activities
, 117–118

disbanding
, 119

geology questionnaire
, 119–121

instructional design approach
, 119–122

learning activities
, 114–115, 120

participants
, 111–113

performance management and team development
, 118

preparations
, 115–117

research question
, 111

International Fund for Agriculture Development (IFAD)
, 90

International service-learning
, 44–47

faculty conceptual dimensions
, 46–47

interactive learning dimensions
, 47–48

See also Interculturalism

Interpersonal learning
, 46, 47

Intrapersonal learning
, 46, 47

Iona College
, 51–52

Kenya

economy
, 90–91

food insecurity
, 90

Mombasa
, 91–92

see also Mombasa engagement project

population
, 90

tourism
, 91

Learners

expectations
, 161

perceptions
, 167–169

Learning activities
, 234–235

Learning Cafe
, 197

Learning community
, 165–166

Learning community formation
, 53–54

Learning goals
, 53–54

Learning management system (LMS)
, 136–137

Learning stations
, 162–163

Learning Styles model
, 56

Learning theory
, 49

Liberal education
, 6

Lifelong Learning Program (LLP)
, 193

Logistics, for student travel
, 52

Metacognitive processes
, 28

Metalinguistic awareness
, 35

Mindful Global citizenship
, 168–169

Mindful Intercultural Communication Model
, 133

Mobile Applications Development
, 113

Mombasa engagement project
, 89–90

community
, 101

Contribute Kenya Foundation
, 95–98

development challenges
, 90–92

facilitation and setting engagement
, 101–102

Honors Talent Program
, 93–95

HUAS, engagement at
, 92–93

networking and multiple-stakeholder involvement
, 100–101

preparations and execution
, 98–99

resources
, 102

university management involvement
, 102–103

Mosque meeting
, 237–240

Multiprofessional-groups and tutoring
, 198–199

Noticing
, 34–37

Official postgraduate teacher training program
, 161

Online course-delivery system
, 222–223

Open-mindedness
, 232–233

Parks & people experience

dissonances
, 252–259

ecological narrative
, 250

group environment
, 254–255

methodology
, 251

navigating dissonances
, 259–261

reserve
, 250–251

strategic guidelines, University themes
, 249–250

tensions
, 248

Pedagogical applications, for global education

framework
, 37–40

interaction
, 31–34

noticing
, 34–37

scaffolding
, 28–31

Pedagogical practices
, 210

Pedagogical Resources for Teaching EFL
, 161–162

Pedagogical value
, 210

Pennsylvania State University
, 249

Personal identity
, 81–82

Personal inventories
, 77–79

Perspective consciousness
, 231–234

Physiological and psychological priorities
, 55

Pluralistic community
, 212

Portland State University
, 52

Positionality
, 218

Poverty and social exclusion
, 194–195

Power-flip models
, 17

Praxis cycle
, 212–213

Preparatory module
, 196–197

Principal’s Teaching Award Scheme (PTAS)
, 185–186

Privilege Walk activity
, 38

Professional learning
, 46, 47

Professional skills

communication
, 176–177

reflective practice
, 178–179

self-awareness
, 177–178

Professional skills portfolio
, 179–180

Prosocial education
, 280

Prosocial Education for a Democratic Society
, 269–271

Question Formulation Technique (QFT)
, 270

Reflective journaling
, 79–80

Reflective learning
, 12–13

Reflective practice
, 178–179

Reframing Pierre Bourdieu’s concept
, 219

Relationships
, 257

Resilience
, 183–184

Royal (Dick) School of Veterinary Studies (R(D)SVS)
, 174

St. Joseph House of Hope
, 96–97

Sanford’s Model of Challenge and Support
, 73

Scaffolding
, 28–31

Secondary education
, 282–286

Secondary school literature
, 161–162

Self-actualization
, 55

Self-awareness
, 177–178

Service learning
, 7, 15, 18, 44–45, 54–57

key partnerships and
, 74–76

Simulation

definition
, 159

opportunity
, 160

postgraduate students, design and presentation
, 166

structure and design
, 162–163

Simulation scenarios
, 167

Smart cities
, 116

Social Change Model for Leadership Development
, 72–73

Social-emotional competence

adaptive challenges
, 267–269

cultural competence
, 272–274

human dimensions
, 268

IHE
, 266

meta-perspectives
, 286–287

mindful global citizenship
, 266

mission
, 267–268

Prosocial Education for Democratic Society
, 269–271

Tufts context
, 266, 269

undergraduate student perspectives
, 277–286

Social-emotional learning (SEL)
, 273

Social responsibility
, 46

Socioeconomic development
, 89

Socratic Circles
, 30

Soft skills
, 82–83

Souhad’s approach, for language learning
, 282

Spanish Educational System
, 158–159

State University of New York (SUNY)
, 109–121

Stereotypes
, 233

Stress management
, 183–184

Student-Led Research Projects
, 182–183

Student Research Component Foundation (SRCF) project
, 183, 186

Study abroad
, 18

barriers and challenges
, 83–84

Subtractive practices
, 14

Task development
, 116

Teacher education curriculum
, 231

Teacher trainees
, 163

in postgraduate course per year
, 161–162

Teaching and learning
, 232–233

Teaching methods
, 199

Tecnolo’ gico de Monterrey, Chihuahua Campus
, 109–121

Telecollaboration

competencies
, 146–149

environmental factors
, 151

sample room arrangement
, 145

Townships
, 260–261

Transformational learning
, 6, 20, 48, 268

Triad Listening
, 33

University classroom
, 278–279

University leadership
, 249–250

US academic culture
, 36

U.S. Americans, in India
, 50–51

See also Interculturalism

Veterinary education

core interpersonal skills
, 176–179

space
, 186–187

teaching methods
, 179–185

time
, 185–186

undergraduate BVM&S degree
, 174–175

Virtual International Encounters
, 34

White Fragility
, 276

Yunnan Province of China
, 72

Zone of Proximal Development (ZPD)
, 28

Prelims
Part I: Toward a Conceptual Framework to Support Global Citizenship
Enhancing Global Community Engagement through Constructivist Approaches to Education
Creating the Conditions for Productive Dissonance: An Inclusive Pedagogical Framework
Facing Our Foreignness in the Mirror of Interculturalism: American Student Encounters with the Self in India and the Role of Emotional Entropy in Developing Global Agency
Part II: Enacting Global Citizenship Classroom and Programs
Developing Intercultural Competence through Service Learning
Bridging the Gaps of International Business Practice in Dissimilar Cultural Settings to Increase Social Capital for the Stakeholders: The Case of a Mombasa Community Engagement projects
What do Geology and it have in Common? The Case of an International Collaboration through Experiential Learning
Leveraging Technology to Create Mindful Intercultural Learning Experiences in Undergraduate Education
Mindful Global Citizenship through Simulations in Higher Education
Practical Strategies for Engaging Dissonance in Veterinary Medical Education
Building a European Professional Identity – Experiences from the Intensive Program
Part III: Teacher Learning as Lifelong Intercultural Learner
The Personal is Global: Fostering Student Engagement with Systems of Domination and Resistance
Reflexive Pedagogy and Perspective Consciousness in Global Citizenship Education
The Parks & People Experience: Questioning the “Global” in Global Citizenship
Social-Emotional Competence: Vital to Cultivating Mindful Global Citizenship in Higher Education
About the Authors
About the Editors
Author Index
Subject Index