We Are Invited to Imagine: Using a Literary Text to Encourage Cross-Cultural Dialogue about Citizenship

Autor/inn/en	Varga, Zoltan; McGuinn, Nicholas; Naylor, Amanda; Rimmereide, Hege Emma; Syed, Ghazal Kazim
Titel	We Are Invited to Imagine: Using a Literary Text to Encourage Cross-Cultural Dialogue about Citizenship
Quelle	In: Cambridge Journal of Education, 50 (2020) 4, S.501-519 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Varga, Zoltan) ORCID (McGuinn, Nicholas) ORCID (Naylor, Amanda) ORCID (Rimmereide, Hege Emma) ORCID (Syed, Ghazal Kazim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2020.1736002
Schlagwörter	Novels; Cross Cultural Studies; Intercultural Communication; Dialogs (Language); Asynchronous Communication; Literature; Teaching Methods; College Students; Student Attitudes; International Cooperation; Educational Cooperation; Citizenship Education; History; Foreign Countries; Ethics; Empathy; Norway; United Kingdom; Pakistan + Suchen Sie Ihr Suchwort? Novel; Roman; Cultural comparison; Kulturvergleich; Interkulturelle Kommunikation; Dialog; Dialogs; Dialogue; Dialogues; Literatur; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Schülerverhalten; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Geschichte; Geschichtsdarstellung; Ausland; Ethik; Empathie; Norwegen; Großbritannien
Abstract	Using William Golding's "Lord of the Flies" as a stimulus, researchers from Norway, Pakistan and the United Kingdom explored the potential of a literary text to encourage intercultural dialogue. The innovative research method used was to combine Literature Circles and Google Documents to provide a platform for asynchronous online exchange between three cohorts of students in higher education. The authors' analysis of the data suggested differences between those students who regarded the text as a living document speaking directly to their personal experiences of citizenship issues and those for whom the novel remained a historical document, removed from their lived experience. The authors contend that this research can contribute original and significant insights to the literature on teaching citizenship through literary texts such as the relationship between text choice and context, models of international collaboration at the higher education level and contrasting approaches towards citizenship and reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01