Dealing with diversity in a virtual learning community across two universities.
The authors report on their experiences as participants in the Community, Self and Identity Project; a collaborative teaching and research project between the University of the Western Cape and Stellenbosch University. The project aimed to provide fourth year social work and psychology students the...
| Publicado en: | South African Journal of Higher Education Vol. 21; no. 7; pp. 893 - 907 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
| Publicado: |
Sabinet Online Limited
2007
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=33382122&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 33382122 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10113487 SG3 jtl: South African Journal of Higher Education issn: 10113487 maglogo: N pubinfo: dt: 2007 vid: 21 iid: 7 pid: 31334 pub: Sabinet Online Limited artinfo: ui: 33382122 ppf: 893 ppct: 14 formats: tig: atl: Dealing with diversity in a virtual learning community across two universities. aug: au: Rohleder, P. Fish, W. Ismail, A. Padfield, L. Platen, D. affil: Department of Psychology, Stellenbosch University, Stellenbosch, South Africa Department of Psychology, Stellenbosch University Department of Social Work, University of the Western Cape su: Educational cooperation Intellectual cooperation Interschool cooperation Learning communities Universities & colleges Higher education sug: subj: Educational cooperation Intellectual cooperation Interschool cooperation Learning communities Universities & colleges Higher education ab: The authors report on their experiences as participants in the Community, Self and Identity Project; a collaborative teaching and research project between the University of the Western Cape and Stellenbosch University. The project aimed to provide fourth year social work and psychology students the opportunity to become part of a shared 'community of practice', where students could work and learn together, and become co-creators of knowledge. It provided the participating students with the opportunity to engage in critical interactions with one another, across racial and class differences. One of the researchers and facilitator for the project, together with four of the participating students, describe their overall impressions of the project; the challenges faced in talking about differences; the effects of facilitation; and some of the group polarization that emerged. The authors conclude that the contact provided by the CSI project, may not have reduced prejudices, however an awareness was created of the importance of acknowledging silenced issues and reflection on one's own assumptions. The article highlights the necessity for higher education institutions to create opportunities for students to engage in dialogue across differences. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2007 holdings: @attributes: islocal: N |
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