leerer Hörsaal mit Fokus auf Mikrophon

Vortragsreihe: Talks for IDEAS im WS 21/22

Interkulturalität | ​Diversität | ​Heterogenität | ​Inklusion
leerer Hörsaal mit Fokus auf Mikrophon
Foto: Jan-Peter Kasper (Universität Jena)
Information

Alle Beiträge werden digital zugänglich sein. Anmeldung zur Vortragsreihe Talks for IDEAS über: Anmeldung Talks for IDEAS

Information

ENGLISH: All lectures will be digitally accessible. Please click here to sign up for our lecture series Talks for IDEAS: Registration Talks for IDEAS en

Wie fördert man internationalen Austausch im Lehramt und wie kann man interkulturelle Diversität erleben, wenn man nicht reisen kann? 

Was bedeutet es, wenn junge Menschen international gemeinsam studieren wollen, ohne Zeit an der Partneruniversität zu verbringen, ohne das Klima zu spüren, ohne fremde Küche zu genießen und wenn digitale Lernsettings den universitären Alltag bestimmen?

Angesichts dieser Fragen haben wir mit einer internationalen Vortragsreihe für Studierende und Fachwissenschaftler:innen der Friedrich-Schiller-Universität Jena und unserer weltweiten sechs Partnerhochschulen ein internationales Forum zu lehramtsrelevanten Themen konzipiert. Mit dem Angebot möchten wir den Kreis erweitern und auch weitere deutsche und internationale Hochschulen ansprechen. Das Format ist offen für unterschiedliche Formen des wissenschaftlichen und interdisziplinären Austauschs und enthält - situationsangemessen - ebenso digitale und hybride Formate.

Besondere Highlights werden die Veranstaltungen am 18.11 und 02.12. darstellen. Diese Vorträge werden in hybrider Form an der Uni Jena stattfinden.

Information

All lectures will be held at 4.30 PM CET. Alle Vorträge werden um 16:30 Uhr MEZ stattfinden.

Zugang zu allen Sitzungen/Access:

Meeting-ID: 631 5090 0654

Kenncode: IDEAS

Mikrophon mit Hand Mikrophon mit Hand Foto: Pixabay.com

Digital Hip Hop Workshop by Prof. Dr. Heike Härting, Université de Montreal

Friday, 03.12., 4 PM

Access: Meeting-ID: 631 5090 0654

Kenncode: IDEAS

 

“Hip Hopping Diversity, Multi-Media Pedagogies, and Indigenous Future Imaginaries” introduces participants to different indigenous hip hop videos and digital art installations. It explores the possibilities of online multi-media pedagogies and offers prompts and break-out room discussions to think creatively about emerging solidarities across different cultural communities.  The workshop invites participants to compose a collective crowd-sourced poem on diversity.

Programme

04.11.2021 "Pedagogical Aspects of Resistance to Multicultural Education - a Research" Inhalt einblenden
Aviv Cohen Aviv Cohen Foto: Aviv Cohen

Prof. Dr. Aviv Cohen, Hebrew University of Jerusalem, Israel

Recent years have shown a rise in the question of how to best prepare new teachers to promote active civic actions that directly confront racist attitudes and issues of institutional inequality. As part of this approach, special attention has been given to the role of whiteness, relating to how societies' stronger and hegemonic members see their role considering such a reality. A specific trend in this line of work deals with resistance to concepts of multiculturalism and antiracism as expressed by teachers, who are, generally speaking, affiliated with society's cultural majority.

Whereas several studies have offered psychological explanations to teachers’opposition that stem from their personal cultural identity, missing from the discourse are more curricular-centered explorations that examine such resistance from a social-pedagogical perspective.

In this presentation, I will present the results of a qualitative study on the pedagogical aspects of resistance to antiracist education, as expressed by Israeli Jewish undergraduate students that participated in a course on multicultural education. Based on the findings, main argument points to how participants did not necessarily oppose the general concepts of multiculturalism but were critical of the pedagogical manners in which this concept was framed and presented as part of the course. In this presentation I wish to stress the importance of not only what is taught but also how its taught.

Digital Framework Program: Following the presentation, I will share“raw" data that was obtained as part of the study in a digital meeting room. The participants will be asked to offer their own interpretations of the data and jointly discuss their theoretical meanings. The data will include excerpts from interviews and observations and written self-generated artifacts.

Academic matching partner at the Uni Jena: Prof. Dr. Laurenz Volkmann

18.11.2021 "IDEAS para fomentar la diversidad lingüística en el aprendizaje de una lengua etranjera" Inhalt einblenden
Lukas Eibensteiner Lukas Eibensteiner Foto: Anne Günther (Universität Jena)

Jun.-Prof. Dr. Lukas Eibensteiner, Friedrich-Schiller-Universität Jena, Germany

En la comunicación "IDEAS para fomentar la diversidad lingüística en el aprendizaje de una lengua extranjera" analizaremos el potencial de los medios digitales para fomentar la diversidad lingüística (tanto en lenguas de herencia, como en lenguas minoritarias o regionales) en el aula de lenguas extranjeras. Para ello, mostraremos, en primer lugar, las funcionalidades de algunas herramientas informáticas, como Google Maps, para visitar de manera virtual un país extranjero. Asimismo, exploraremos las posibilidades que ofrecen estos recursos para observar el paisaje lingüístico de una región plurilingüe (como, por ejemplo, Barcelona o Valencia). En segundo lugar, analizaremos el paisaje lingüístico de algunas ciudades alemanas utilizando otras aplicaciones digitales como LoCALL o Lingscape. Finalmente, discutiremos las posibles ventajas y desventajas de implementar una educación plurilingüe mediante el uso de dichas herramientas y aplicaciones informáticas en el aula.

02.12.2021 "Dissonant Pedagogies, Decolonial Practices: 'Glocal' Fictions of Diversity in the Era of Climate Change" Inhalt einblenden
Heike Härting Heike Härting Foto: Amélie Philibert, Université de Montréal

Prof. Dr. Heike Härting, Université de Montréal, Canada

The lecture “Dissonant Pedagogies, Decolonial Practices: “‘Glocal’ Fictions of Diversity in the Era of the Planetary” critically examines a range of past and present discourses of diversity. Drawing from the Research Council of Canada’s report on diversity, Igniting Change (2021), David Chariandy’s Canadian Caribbean novel Brother (2017), and indigenous hip hop songs, it argues that diversity is not reducible to a moral or ethical obligation but requires decolonial reading practices to redefine plurality and rethink identity in relational and decolonial terms. Such reading practices are “reparative” (Sedgewick) and underscore the importance of “glocal fictions,” namely, literary and non-literary narratives of planetary change that are anchored in local experiences but not confined to them. They compel teachers and students to unpack different configurations of whiteness and systemic racism. Accompanying the lecture, the online workshop “Hip Hopping Diversity, Multi-Media Pedagogies, and Indigenous Future Imaginaries” introduces participants to different indigenous hip hop videos and digital art installations. It explores the possibilities of online multi-media pedagogies and offers prompts and break-out room discussions to think creatively about emerging solidarities across different cultural communities. The workshop invites participants to compose a collective crowd-sourced poem on diversity.

Academic matching partner at the Uni Jena: Prof. Dr. Caroline Rosenthal

16.12.2021 "Native and International Cultures: The Diversity of Heterogeneous Classrooms" Inhalt einblenden
Elena Markova Elena Markova Foto: Elena Markova

Prof. Dr. Elena Markova, Higher School of Economics, Moscow, Russia

During the session the following issues will be discussed:

  1. Intercultural similarities and differences,
  2. Intrapersonal peculiarities within interpersonal communication,
  3. Various ways of student-teacher’s interaction.

The first issue will deal with the notions of national, target, international cultures. We’ll speak of students’ ethnic cultures within the culture of the country.

As for the second issue we’ll speak about the variety of possible intrapersonal differences in levels of proficiency, multiple intelligences, psychological types and preferences and so on.

The third issue will deal with interaction between students within the classroom and the teacher, that are different forms of group work and group cooperation, project-based learning, discussions and debates and similar.

Academic matching partner at the Uni Jena: Dr. Silke Braselmann

13.01.2021 „Tbilisi – die Stadt der Kontraste: Pädagogische Herausforderungen einer historisch gewachsenen multikulturellen Metropole am Beispiel der deutschen Minderheit in Georgien“ Inhalt einblenden
Iwa Mindadze Iwa Mindadze Foto: Iwa Mindadze

Prof. Dr. Iwa Mindadze, Ivane Javakhishvili Tbilisi State University, Georgia

„Tiflis versank aber nicht, es blieb, was es war: die glänzende Märchenstadt, die freudige, luftige, singende, tanzende, trinkende und schmausende Hauptstadt des Rebenlandes Georgien, in der Westen und Osten aufeinanderstoßen. Paris und Babylon an einer Stelle vereinigt – Paris des Orients und Babylon des Westens.“ So sah die Stadt am Anfang des 20. Jahrhunderts zu Zeiten von Essad Bey aus, eigentlich Lev Nussimbaum, der seine Werke auch unter dem anderen Pseudonym – Kurban Said – veröffentlicht hatte. Tbilisi, die Stadt, in der die einzigartige Vermischung von Nationen, Stilen und Lebensweisen vorkommt, ist gleichzeitig eine Großstadt in einem kleinen Land, mit Wirtschaftsnot und mit dem wirbelnden politischen und gesellschaftlichen Leben.

Nicht weniger bunt war die pädagogische Landschaft Georgiens, damals ein Teil des russischen Reiches. Der Fokus der Veranstaltung richtet sich auf die Frage welche Auswirkungen die politischen Ereignisse zu Beginn des 20. Jahrhunderts auf das Bildungswesen der Minderheiten hatten. Am Beispiel der deutschen Kolonie in Georgien wird gezeigt, wie diese Diversität die Bildungsszene Georgiens geprägt hat.

Akademische Matching-Partnerin an der Uni Jena: Dr. Eva Schmucker-Drabe

27.01.2021 "Interactional Approaches to Intercultural Communication: What pedagogical Implications can be drawn to improve Teachers" Inhalt einblenden
Marta Fernández Villanueva Jane Marta Fernández Villanueva Jane Foto: Marta Fernández Villanueva Jane

Prof. Dr. Marta Fernández-Villanueva Jané, Universitat de Barcelona, Spain

From the intercultural studies perspective, we assume that interacting successfully with people from different cultures involves specific knowledge, skills and attitudes.

However, most of them can be merely related to a successful communicative usage, since communication does not just involve successfully “transmission of information” but also involves appropriate “management of social relations”. In this extended conception of communication, socialization is therefore at the same time a central function and an emergent effect of communication: People's usage of language influences clearly interpersonal reactions and relations. For this reason communicative choices that fail are rarely repeated, and the successful ones shape regularities, patterns and conventions revealing shared underlying values, roles and expectations in the community of speech, which are projected, negotiated and ratified in the communicative interaction.

We know that different cultures have different conventions regarding what behaviour is expected in what contexts, but we cannot directly apply cultural “does and don’ts” in any interactional context, they need a fine tuning according to the specific communicative event, the specific communicative objectives and the expected social roles at play. Interactional sociolinguistics research specifically that “play”: how we dynamically adjust our behaviour in communication identifying and co-ordinating some multimodal hints about values and expectations of relevant roles and behaviour . Merged with intercultural pragmatic approaches, it offers a powerful theoretical and methodological research frame and improves our understanding of intercultural competence.

How can intercultural competence be meaningfully observed and analyzed in specific intercultural interactions in Higher Education? How can this be transferred into classroom practices? To address these questions I will first present the assumptions of Interactional Linguistics, then show some examples of how interactional encounters in Higher Education can be analyzed from these interactional approaches using natural occurring interaction observation, analysis of cultural artifacts or of elicited Critical Incidents, and finalize with some remarks and pedagogical implications to be discussed.

Academic matching partner at the Uni Jena: Dr. Luisa Conti

IDEAS
Raum D405
Semmelweisstr. 12
07443 Jena
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Öffnungszeiten:
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