Entrevistas y opiniones 34






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ECUADOR: DIVERSIDAD BIO-CULTURAL Y JUSTICIA SOCIAL

EXPEDICIÓN AL CENTRO DEL MUNDO

CUADERNO / LAII / S&P/ 2013
Profesores Enrique Lamadrid, Miguel Gandert, Michael Thomas, Troy Lovata

Maestros Lizeth Trevizo, Carmella Scorcia, Carrie Duneman, Felipe Ruibal

Asistentes Andrés Keltner y Angie Swanson


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I LOGÍSTICA, FILOSOFÍA, CHOQUES

*MANIFIESTO / ITINERARIOS

A. DESCRIPCIÓN DEL CURSO / ITINERARIOS 3

B. TAREAS Y PROYECTOS

C. EVALUACIÓN
*EL CUADERNO

A. USANDO EL CUADERNO / DIARIOS 4

DIMENSIONES DIGITALES

B. FILOSOFÍA DEL PROGRAMA 5

C. PREGUNTAS, MISTERIOS, ENIGMAS, ADIVINANZAS 6
*EL CHOQUE CULTURAL

A. CÓMO IDENTIFICARLO 6

B. TÉCNICAS Y GRUPOS DE APOYO 7

C. EXPLORACIÓN 7
*EXPLORACIONES FUNDAMENTALES

TEMAS DE JUSTICIA SOCIAL 8

LA DIVERSIDAD BIOCULTURAL


II VIAJES Y EXPLORACIONES

* SOBREVIVIENDO / SURVIVAL 9
* EXPLORACIONES (cuadernito separado)

-QUITO

-MANABÍ, MACHALILLA, ISLA DE LA PLATA

-CUENCA Y LOJA

-LOS SARAGUROS

-RÍO ZAMORA Y NANGARITZA

-INGAPIRCA Y EL CAMINO DEL INCA

III RESIDENCIA EN CUENCA – EXPLORACIONES CULTURALES

*LA CULTURA ECUATORIANA

A. CARTOGRAFÍA 10

B. EXPLORANDO ESTEREOTIPOS 11

C. IDIOMA Y CULTURA POPULAR 11

D. GASTRONOMÍA 17

E. LOS MEDIOS Y LA CULTURA POP 17

F. EL ARTE Y LA CULTURA EXPRESIVA 20
*LA SOCIEDAD ECUATORIANA A. INSTITUCIONES SOCIALES 22

B. LA FAMILIA 24

C. LOS HIJOS 24

D. LOS ESTUDIANTES 25

E. GRUPOS Y CLASES SOCIALES 26

F. LA ECONOMÍA Y EL MERCADO 26

G. CONTAMINACIÓN Y EL AMBIENTE 29

H. HISTORIA, POLÍTICA Y GOBIERNO 32

*CONVERSACIONES: ENTREVISTAS Y OPINIONES 34

VII VIAJES Y TRABAJO DE CAMPO 36

*CUADERNITO DE LA BIODIVERSIDAD (separado)

de Angie Swanson
*CONQUISTA Y RECONQUISTA (separado)

GUALACEO Y LA FIESTA DE SANTIAGO

I LOGÍSTICA, FILOSOFÍA, CHOQUES
*MANIFIESTO / ITINERARIOS

A. DESCRIPCIÓN DEL CURSO / ITINERARIOS

Ya está en tus manos / Already in your hands – READ OVER AGAIN
B. TAREAS Y PROYECTOS

Estudiantes will engage the cuaderno and document their fieldwork with:

-Everyday notes, queries, quotes, interviews.

-Field notes and diary and observations of plants, animals, insects, and people.

-Digital photo, audio, and visual imaging.

-Transcriptions, indexing, and analysis.
Estudiantes will edit and present their findings in the following formats:

-Traditional narrative, notes, but creative, poetic notes as well.

-Photo essays, with commentaries illustrating some aspect of the celebrations and traditions that we are documenting.

-Audio collages and Video pieces.

-On line audiovisual pieces (digital “slide/tape shows”).

-Poster presentations.

C. EVALUACIÓN:

Based on participation in all the events: classes, lectures, fieldwork, field research, laboratory, and final seminar. All participants will choose an area of study and conduct field research that will be processed in multiple digital formats and presented in poster, power point, video and audio formats at the public forum on August 24, 2013. If you will not be in Albuquerque or on campus then, make arrangements to turn in your work before hand.
NOTA 1: As the general level of Spanish language skills has increased, a larger section of this year’s Cuaderno is in Spanish. If beginning students have any doubts about information or field assignments, they should clarify them in Spanish class or with a compañero who can help them decipher. ¡¡AYÚDENSE!!
NOTA 2: Because you will be finish up your cuaderno work electronically, the many questions and topics are compressed here. Don't think that small spaces between topics and questions take small responses. Pick the areas you will excel in and expand as much as you want.

*EL CUADERNO (guía de muchos caminos)
A. USANDO EL CUADERNO

Engagement with the tasks assigned in this workbook is essential to your success as a student in our EXPEDICIÓN al CENTRO del MUNDO. The Cuaderno is designed by students for students. Documenting a learned fact or experience solidifies that learning and showcases that experience in memory. Keep a small notebook close by at all times to capture details you will later incorporate and develop in the Cuaderno. Writing in the Cuaderno is a way of announcing to ourselves that we have learned something and reminding ourselves that what we have learned is important: worth knowing and remembering. Each Cuaderno will be examined on a regular basis by your teachers, who will offer you suggestions and reactions. The Cuaderno is also your final project, to be turned in at the completion of the program. Many students find that they can make alterations to include “scrapbook” pages, mounted photo pages, and additional narrative pages. They then rebind the Cuaderno to hand in. We encourage you to customize, to make your work reflect your personality, your needs and your interests. Collaboration is encouraged, but your Cuaderno should bear the stamp of your individual style.

We understand that students are different and have different goals and priorities. These emerge from the many differences in major fields of study, interests, values, and physical capacities that characterize our students. Some students will focus on breadth and do as much of all sections of the Cuaderno as possible. Many students, however, will focus more attention on some sections and less attention on others. What we expect is documentation of consistent engagement. If we note that coverage in some sections of your Cuaderno is “thin” then we will expect to find other sections with coverage in extraordinary depth. Culture Study Faculty will be making assignments for all students and Spanish Instructors may make Cuaderno assignments that will be required of students in their particular classes. What is crucial is that you become familiar with your Cuaderno. Look it over carefully so as to know where to record the things you learn.

Your Cuaderno will be returned to you after final scrutiny and can provide a rich, enduring record of your experiences and growth. Use the Cuaderno to your advantage, have fun with it, and make it your own.
-DIARIOS: en español para estudiantes avanzados

Create blank pages here or under separate cover to be used as a personal Journal of your experiences. Many travelers are excited by the idea of keeping a journal. The greatest pitfalls in this ambition are over-zealousness at the beginning and a narrative style that is difficult to sustain. Listing impressions, locations, and fleeting thoughts is often a more efficacious route. Jot things down. Get in the habit of it.
-DIMENSIONES DIGITALES: Documentación

You will be trained in digital documentary technology to explore the Natural and Cultural history of Ecuador. The record of your work goes beyond the Cuaderno and onto websites and social media. Historically the Cuaderno began as a “hard copy” workbook with pages added scrapbook style for pictures and flat artifacts. Now you get it as a Word file to adapt and expand. You will create digital cuadernos complete with links, attached or embedded photos, photo essay, videos and or audio recording or collections. There will also be freestanding multimedia presentations and audio collages that will emerge. When finished, a hard copy can be printed out, supplemented by a flash drive with supplementary files in other formats like audio, video, and SoundSlides, which is the multimedia program you will learn. We are open to new collaborative formats like wikis or blogs for collaborative work. Work can be uploaded to sites such as flickr, tumblr, YouTube, Wordpress, Blogspot, etc.

B. FILOSOFÍA DEL PROGRAMA

It is our purpose as educators to encourage speculation and theory building. For most questions of genuine interest to human beings there is no one correct answer. Existence exceeds our ability to comprehend. Individually, we labor under the limitations of our intelligence, perspectives, and access to information. Collectively, although we have vast data banks and libraries that hold and order the knowledge we’ve accumulated, that knowledge barely scratches the mysteries of the universe we live in. We still do not understand, for example how a cell works or how the brain functions in language acquisition.

Despite the unknown and mysterious nature of our existence, education proceeds as though there are right answers, set facts that students can simply learn on the basis of authority. Speculative and theorizing skills are ignored and people often proceed through their university studies with an impoverished reflective, speculative capacity. As you engage this workbook on the field trip, your “natural” approach will lead you to seek the “right” answers to questions. This is not our focus as educators. We want to encourage you to think critically, to challenge conventional wisdom. The most fundamental question one can face in engaging another culture is this: What am I seeing (sensing)? The next question is: What does it mean in context? If you answer too quickly, you will experience distortions. What looks like a parade, for example, may turn out to be a funeral, a holy procession or a postal workers or teachers' strike.

One of the main purposes of this workbook, therefore, is to encourage you to consider situations and perspectives you’d not ordinarily consider. Cross-cultural experience should expand consciousness. We guarantee that engaging the questions and exercises suggested in this cuaderno will provide you with experience and perspectives you’d not have attained if you simply followed your own agenda. Please don’t worry yourselves about the “right” answers. The “right” answer is the quest, the engagement with a mysterious world that yields up its secrets reluctantly. We encourage you to speculate. Instead of assuming there is an answer the instructors are “looking for” on every question, imagine that your discoveries and insights are valuable. An eternal question, for example, is “Why is it so hard to get change in Ecuador?” Instead of assuming there is a correct, causal explanation, think of as many alternative explanations as possible, speculate, think. Too often, answering a question too quickly halts inquiry. Our aim is to encourage, not limit, inquiry.

C. PREGUNTAS, CUESTIONES, MISTERIOS, ENIGMAS, ADIVINANZAS

En el espacio que sigue, haga una lista de cinco preguntas, situaciones o tópicos de interés personal que quisiera explorar, clarificar o contestar durante el viaje. Hable con otros estudiantes y el profesor para desarrollar estrategias para estas exploraciones. Haga una documentación de sus investigaciones y nuevos conocimientos.

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* EL CHOQUE CULTURAL:

Read the wiki pages on culture shock and ethical tourism:

http://conexionesnicaragua.wikispaces.com/Culture+Shock

http://conexionesnicaragua.wikispaces.com/Ethical+Tourism

Everyone entering another culture experiences culture shock. Culture shock is a response to another way of life. It can be subtle or intense. You will experience culture shock. Everyone does, even those who do not recognize it or deny it. We’ve found that culture shock harnessed is a powerful tool. It creates discomfort and motivation to learn. Each culture is a complete information system. One learns about culture by surviving culture shock and integrating the new perspective. Eventually a person begins to develop inter-cultural skills. At the same time, he or she comes to appreciate CULTURE and how it works for all humans.

Emotionally, culture shock is transformed through support. One aggravating dimension of culture shock is that we are away from our usual sources of emotional support. In our expeditions we recognize that students need substitutes for their usual support systems. We form student support groups. Generally, the groups meet four times, once during the orientation classes at UNM, twice during the field session, and once during the final seminar session at UNM. The purpose of the groups is to provide a place for students to discuss their feelings in a safe, setting. Support allows students to retain emotional equilibrium. Here are some tips on support and how to give it.

A. CÓMO IDENTIFICAR EL CHOQUE CULTURAL:

As you encounter Ecuadorian culture you can expect to experience culture shock. You will assess situations incorrectly and behave in inappropriate ways. Ecuatorianos will react (laughter is a common reaction). As you recognize your mistake, you’ll feel amusement, shame, discomfort, frustration, sadness, or even anger. The magnitude of the feeling varies greatly and is not necessarily predictable. Some of the feelings may be uncomfortable.

People deal with these feelings in different ways. Defensive reactions are common and include (1) Denial (2) Escape (often to English or alcohol) (3) Blaming others - peers, authority figures, Ecuador and Ecuadorian culture, etc. (4) Projection, thinking others are uncomfortable. (5) Justifying the feelings. (6) Identification with the other culture and one-sided criticism of one’s own culture.

So, if you notice feelings that seem extreme, if you find yourself conducting an inner dialogue of denial, blame, evasion, etc., or if you find yourself acting out such feelings, you are probably experiencing culture shock. If a fellow student is having an emotional response that seems inappropriate, then that person may be experiencing culture shock.

B. TÉCNICAS DE APOYO

When people are undergoing culture shock, what can be done? How can one person be helpful to another? The answer is simple. It is most helpful when one person is able to listen closely, without judgment, while someone else shares his or her feelings. Other support skills are secondary to the deep listening that is the heart of the matter.

The attitude you have, however, towards a person that needs support can encourage that person to share. Expressions of willingness include such things as offering (“Do you want to talk about it?”), accepting (as in simple assent “yeah, I know.”), encouraging (“Tell me about it.”), observing (“You seem tense.”), exploring (“What led up to this?”), reflecting (“So then you felt X.”), clarifying (“Let’s see if I have it straight.”), and summarizing (So far you’ve told me X.”), etc. Such expressions signal a willingness to listen. Avoid judgments and don’t try to solve the person’s problem.
-SUPPORT GROUPS / GRUPOS DE APOYO

Encourage people to accept and understand the feelings that go with culture contact. We are not encouraging people to become dependent on the group, far from it. We feel that support allows people to feel their courage and engage Ecuadorian people and culture in a clear and complete way. Support allows people to overcome emotional distress and learn Spanish more successfully. Attendance at support group meetings is absolutely required.
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