Global Education Beyond Immersion and Regimes of Mobility

This chapter suggests new approaches to global education based on ethnographic fieldworks of students' study abroad experience and a classroom project that challenges the binary opposition of “cultures” in the notion of immersion by drawing on the multi-scalar networks framework where individuals are seen to have multiple connections to others and by replacing the notion of “global competence” with “structural competence” that sees mundane practices as symptoms of wider structural arrangements. This chapter also challenges the double standard over mobility in “regimes of mobility” and argues for connecting study abroad and minority immigrant experiences on campus and including diverse programs within the purview of global education.

methodological strategy in foreign language teaching through artistic creations with seeds

After using for years many traditional didactic materials in the EFL classroom, it was experienced with something different taken from nature; seeds from fruit and other plants in order to create with them forms of art and uncover from the students their talents and capacities. Seeds are mainly disposed as garbage, but they constitute a marvelous resource that is close to our hands. A big storage was collected and given to the students of third level of English at Universidad Técnica del Norte so that they can propose new images and generate original ideas based on them in their spoken and written texts. The seeds’ forms, colors, sizes and texture captivated the students who created with them original and creative designs. This is a simple classroom project that has delighted many students.

Proposal Intervention Based on the Classroom Project

The objective of the chapter is the elaboration of an intervention proposal based on the STEAM Integrator Project that from mathematics addresses the issues related to the 2030 Agenda proposed by the United Nations. The central element of the proposal is to consider the context and interest of the student for the selection of a topic related to science to explain it, argue it, and describe it in order to model it from different disciplines of the physical-mathematical area in the Upper Middle Level of the Instituto Politécnico Nacional.

The Digital Classroom Project at the University of Kent

The Digital Classroom Project at the University of Kent aimed to investigate the relationship between space, technology and pedagogy in two new seminar rooms equipped with special furniture and technology. A key aspect of the project was the close collaboration between academics, professional services and students. The analysis of qualitative and quantitative data shows that both students and staff benefitted from working in these rooms and that the spaces allowed opportunities to experiment with new pedagogical approaches tailored on students needs.

Turning Classroom Project into Textbook Design in English for Specific Purposes Subject

This article discusses my experience in shaping EFL learners’ project on textbook design in teaching English for Specific Purposes (ESP) subject. This task was challenging since the learners’ project designing textbook was in the sixth semester students. This article first explores the concept of ESP, principles in developing materials and classroom project. Then, it goes to focus on the pedagogical procedure for designing ESP textbook. This procedure includes (1) prior to designing a textbook; (2) designing a draft of the textbook; (3) finalization of designing textbook; and (4) demonstrating peer teaching on one of the units of the textbook. Finally, it elaborates students’ responses to these practices. The findings show that classroom project can enhance learners’ to good cooperation, improve learners’ knowledge and creativity, and promote learners individual and social values to improve their harmony in life. For future researchers, it is suggested exploring the effect of classroom project on students’ achievement, and to examine the correlation between classroom project on ESP subject and learners’ social values.

The Just Teach One: Early African American Print Project

Nicole J. Aljoe, Eric Gardner, and Molly O’Hagan Hardy describe the development of Just Teach One Early African American Print and its focus on texts excluded from critical and historical narratives of black literature. The chapter describes JTO: EAAP’s plans to link its work with other DH projects like the Early Caribbean Digital Archive and the Colored Conventions Project, and to build bridges to lesser-known collections, including historically black colleges and universities (HBCUs) and church collections, in order to aid text sharing, identification, preservation, and technological engagement. Recognizing its responsibility to preserve black cultural heritage, the essay describes JTO: EAAP’s decision to use TEI standards to encode texts on the site and provides an extended example from Aljoe’s classroom project on “Theresa: A Haytien Tale.”