Chapter 6: Culture and Ethics

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)

Engaging and working with Maori? Effective practice for psychologists in education

I believe this whakatauki captures the reflective processes I am now engaged in, as I assess where I have come from and where I am going, as a second-generation pakeha of Irish descent, who completed postgraduate degrees in Psychology and Education in New Zealand and Canada, and who has been engaging and working with Māori in the field of education for many years

Body + Power + Justice: Movement-Based Workshops for Critical Tutor Education

In this participatory article (with suggested activities, check-ins with the body, and freewriting), we use collaborative narrative inquiry to unpack considerations that underlie the planning, facilitation, and processing of a series of movement-based workshops. Critiquing liberal multiculturalist approaches in writing centers, we argue against the all-too-common flattening of differences and think through how embodiment helps us work the hyphens (Fine, 1998) or find third ways (Soja, 1996) that break open new possibilities for working and learning together toward equity and racial justice. In contrast to role-playing scenarios that characterize many tutor education practices, we suggest that centering the body through movement allows for an alternative and more generative way to interrogate and restructure racial power. In total, we argue for attention to the body and embodied practice to engage tutors (and all writing center staff, directors included) in developing critical praxis for racial justice. For us, praxis comes in the form we call critical tutor education, which is essential for writing centers committed to more equitable relations and practices, as we continue to strive for the ought to be (Horton as cited in Branch, 2007)

Culture Counts: How Five Community-Based Organizations Serve Asian and Pacific Islander Youth

This two-year effort to examine cultural competence involved an extensive literature review, a survey of organizations, and in-depth reviews of five community-based organizations: Asian American Recovery Services (Santa Clara office), East Bay Asian Youth Center of Oakland, Filipinos for Affirmative Action, Helping and Outreaching to Peers Everywhere (H.O.P.E.) (API Wellness), and United Cambodian Culture Club (UCCC) (Cambodian Community Development)

An organisational perspective on social exclusion in higher education : a case study

We explore organisational mechanisms underlying social exclusion in higher education, the latter defined as the underrepresentation of students from lower socio-economic backgrounds. We focus on “decoupling,†which is a central concept in organisational institutionalism referring to the construction of gaps between public commitment and core organisational practices, a common phenomenon in organisations worldwide. In the context of social inclusion this implies that universities are often publicly committed to social inclusion whereas their actual practices reproduce social exclusion. Drawing on an in-depth case study of a Flemish university, we identify four possible antecedents of decoupling: institutional contradictions resulting from the neo-liberalisation of higher education, uncertainty about effective inclusive practices, resistance of key constituencies and resource stringency resulting from experiences of lacking public funding

The nature and role of empathy in public librarianship

This article presents two recent studies, an AHRC-funded exploration of the role of empathy in community librarianship (Study 1) and an investigation of the role of empathy in service to minority ethnic users (Study 2). Qualitative elements of each methodology are presented, namely a series of focus groups with frontline staff, interviews with senior managers and a research workshop (Study 1), and a case study investigation of a public library in the heart of a Chinese community (Study 2). Synthesizing the data of both studies, an analysis is conducted of the relationship between the cultural identities of library staff and their ability to empathize with the public. It is concluded that empathy plays a role in facilitating effective communication between staff and users, but that a distinction should be made between intuitive and cognitive empathy, in considering the potential of staff training to develop appropriate levels of emotional response to members of all communities

Culturally Responsive Teaching through the Lens of Dual Language Education: Intersections and Opportunities

Students benefit from culturally responsive teaching (CRT). CRT is central to dual language (DL) education - an additive approach that is effective for educating emergent bilinguals and closing the achievement gap. Students\u27 achievements in DL education models are higher than in any other type of language learning pedagogy – ESL, Bilingual and Monolingual. The purpose of this research was to identify the CRT practices that are employed in DL classrooms; so that teachers in other educational settings (i.e. mainstream, ESL, bilingual) might implement similar practices and improve their effectiveness with diverse students. Using survey responses from Dual Language teachers (N = 151), this study examined the intersection of CRT practices and DL teachers self-reported practice. This empirical study reveals that three out of the eight features of Gay\u27s CRT framework were present in DL teachers\u27 practices: validating, multidimensional, and empowering. DL teachers validate students\u27 experience through speaking affirmations, offering texts that represent and reflect students\u27 culture, differentiating instruction, and providing cooperative learning experiences for students. The CRT practices that are multidimensional involve establishing a welcoming and safe climate and including performance assessment to authentically evaluate students\u27 learning. Finally, DL teachers empower their students by offering instruction that facilitates independence in learning. These study findings provide a unique window into DL teacher practice, which can be leveraged by administrators and mainstream teachers to improve the achievement of diverse learners in every classroom