Promoting Student Learning through Diasporic Foodways: Community-Oriented Pedagogy through Films

Autor/inn/en	Michelle Tan, Yuen Sze; Owen Lo, Chih-Shen; Alharbi, Mashael
Titel	Promoting Student Learning through Diasporic Foodways: Community-Oriented Pedagogy through Films
Quelle	In: Teaching in Higher Education, 28 (2023) 3, S.532-549 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Michelle Tan, Yuen Sze) ORCID (Owen Lo, Chih-Shen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1830366
Schlagwörter	Learning Processes; Food; Asians; Immigrants; Films; Documentaries; Undergraduate Students; Phenomenology; Student Attitudes; Experiential Learning; Transformative Learning; Social Action; Inclusion; History; Place Based Education; English Teachers; College Faculty; Cultural Awareness; Community Involvement; Critical Theory; Self Concept; Interpersonal Relationship; School Community Relationship; Student Characteristics; Foreign Countries; Asian Studies; Canada + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Lebensmittel; Asian; Asiat; Asiatin; Asiaten; Asiate; Immigrant; Immigrantin; Immigranten; Film; Documentary film; Documentary films; Dokumentarfilm; Phenomenological psychology; Phänomenologie; Psychologie; Schülerverhalten; Experiental learning; Erfahrungsorientiertes Lernen; Pädagogische Transformation; Soziales Handeln; Inklusion; Geschichte; Geschichtsdarstellung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Fakultät; Cultural identity; Kulturelle Identität; Kritische Theorie; Selbstkonzept; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Asia; Studies; Asienwissenschaft; Kanada
Abstract	This case examined five students' experiences of participating in a film-mediated community-based discourse about local Asian Canadian communities, where students viewed and created documentary films in a fourth-year English course that focused on diasporic foodways. Phenomenographic perspectives guided an analysis of the students' experiences; data sources included semi-structured interviews, recordings and notes of classroom lessons, students' films, and course notes. Findings illustrated different ways the students learned as they engaged with course materials, films, guest speakers, and interviewing local community members: They (1) developed increasingly complex understandings of local Asian Canadian culture and issues; (2) experienced transformative learning as they reframed understandings of select experiences, place, and people; and (3) were motivated to participate in social action to promote greater inclusion and give voice to the historically silenced. Findings also extend place-based perspectives by challenging a monolithic treatment of 'history', urging for greater reflexivity of one's relationship to community members. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01