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Sökning: WAKA:kon > Högskolan i Borås

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11.
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12.
  • Abraham, Getahun Yacob, 1958-, et al. (författare)
  • Freire’s concepts and theories as a strategy to reduce poverty
  • 2019
  • Konferensbidrag (refereegranskat)abstract
    • Abstract: Freire’s concepts and theories as a strategy to reduce poverty Getahun Yacob Abraham, Senior Lecturer in Education, Karlstad University, Sweden  Ane Bergersen, Associate Professor Sociology, Western Norway University of Applied Sciences The UN Sustainable Development Goals puts as its first goal, “End Extreme Poverty In All Forms By 2030” (UNDP, 2016). This shows poverty is one of the gravest problem in our planet. Most countries in Sub-Saharan Africa are reported as countries with low development index and extreme poverty (UNDP 2018, FAO 2017 & World Bank 2017). This paper will use Paulo Freire´s (1970) concepts “generative themes”, dialogue and transformation to be able to discuss how themes can be raised, discussed and possible actions for change will be proposed. Some preliminary review of literature shows the relevance of universities considering themselves as public goods, including in their policies, their commitment to the development of their societies, giving sufficient attention to local and regional problems and devotion to educating a generation of students with critical thinking and devotion to transform their society. This paper will explore how universities in Southern/Africa could include Freire’s concepts and theories in their research agenda in their search of causes of poverty and possible ways of reducing/eradicating it in their local and regional contexts.
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13.
  • Abraham, Getahun Yacob, 1958- (författare)
  • International practicum for what and on whose terms?
  • 2018
  • Konferensbidrag (refereegranskat)abstract
    • International practicum for what and on whose terms?                                                                  Getahun Yacob Abraham                                                                                       Senior Lecturer                                                                                       Karlstad University The aim of this paper is to investigate about the aims of international practicum and who is benefiting from it. If it is found that one side, the North or the South, is benefiting, to look at the possibilities to reconsider the practicum in order to benefit both. Review of literature in the field and my own experiences as a Swedish university lecturer involved in the teacher students practicum in the South will be the base for this paper. Some preliminary results of my literature review show that practicum in the South mainly focuses on giving the teacher students from the North the possibility of intercultural understanding with specific focus of dealing with change taking place at home, the diversity of students in classrooms (Abraham & von Brömssen, 2018; Bosire & Brigham, 2009;  Marx & Moss, 2011; Wiken & Klein, 2017). Long time experiences show that in the movement of students from the North to the South, the economically and politically dominant countries can dictate the terms (Bosire & Brigham, 2009; Yang, 2002). In addition to that the countries in the center gain more advantages than the countries in the periphery (Barnet & Reggie, 1995). Keywords: Internationalization, International practicum, teacher students, North, South.  References Abraham, G.Y. & von Brömssen, K. (2018). Internationalisation in teacher education: Student teachers reflections on experiences from a field study in South Africa. Education Inquiry.  https://www-tandfonline-com.bibproxy.kau.se/doi/full/10.1080/20004508.2018.1428035 Barnet, G.A. & Yingli Wu, R. (1995). The international student exchange network. 1970&1980, Higher Education, 30, 353-368. Bosire, M.M. & Brigham, S. (2009). Preparing North American preserivice teachers for global perspectives: An international teaching practicum experiences in Africa, The Alberta Journal of Education Research, 55 (3), 415-428. Marx, H. & Moss, D.M. (2011). Please mind the culture gap: Intercultural development during a teacher education study abroad program, Journal of Teacher Education, 62 (1), 35-37. Wikan, G. & Klein, J. (2017). Can international practicum foster intercultural competence among teacher students? Journal of the European Teacher Education Network, 12, 95-104.  Yang, R. (2002). University internationalization: Its meaning, rationales and implications, Intercultural Education, 13 (1), 81-95. 
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14.
  • Abraham, Getahun Yacob, 1958- (författare)
  • Internationalisation and Intercultural Competence in Higher Education.
  • 2022
  • Konferensbidrag (refereegranskat)abstract
    • 07. Social Justice and Intercultural EducationPaperInternationalisation and Intercultural Competence in Higher Education.Getahun Yacob AbrahamUniversity of Borås, SwedenPresenting Author: Abraham, Getahun YacobThe aim of this study is to find out how concepts and practices of internationalisation and interculturality in higher education are understood. The study will also investigate the relation between the two concepts, what they have in common and how they could be used to facilitate internationalisation and interculturality in higher education. Uzhegova & Baik (2020) use in their work Knight´s definition of internationalisation as ‘the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education’ (2003, 2) (Uzhegova & Baik, 2020, 2).Internationalisation involves actors, context and different factors that facilitate or hinder its implementation. The actors include students from institutions, international students and staff from host institutions (Trahar & Hyland, 2011). On the other hand, internationalisation could be undertaken locally, by including students with varied cultural and linguistic backgrounds within the institution or within the country (Sanderson 2011). Internationalisation of the curriculum is thought to benefit the internationalisation process. It is supposed to empower students to gain global citizenship skills to take employment in most countries and undertake the work expected for the position (Kirik et al, 2018). The level of internationalisation in a higher education institution is influenced by different factors. Development of higher education in a country, the languages used in the education system, the economic development of a country as well as the attractiveness of the location of the higher education institution are supposed to influence the internationalisation of the specific institution (Uzhegova & Baik, 2020). Intercultural communication skill is one of the prior conditions to develop intercultural competence. Intercultural competence makes it possible to lay the ground for intercultural understanding and creating common learning platforms for students of diverse linguistic and cultural backgrounds (Henneby & Fordyce, 2018). One of the important aspects of intercultural communication is language. Language could enhance or hinder intercultural communication and in extension intercultural competence (Dunworth et al, 2021). To develop intercultural communication competence (ICC), Munezane (2021) considers some factors from Byram´s model (1997, 2008). The factors are, “knowledge of self and other, of interaction; relativising self, valuing other; skills of interpreting and relating; skills of discovering and/or interacting; and political education, critical cultural awareness” (Munezane, 2021, 1666).While understanding others in relation to self is important, authors also emphasis for developing intercultural competence there is need for openness to others experiences, curiosity and interdependence (Munezane, 2021). According to Yarosha et tal (2018), knowledge, awareness, skills and attitudes are the building blocks for intercultural competence, and contribute to creating cooperative learning environment for participants (Hennebry & Fordyce, 2018). Spencer-Oatey & Dauber (2019) strengthens these points on developing intercultural competence by emphasising the importance of “(a) positive attitudes (e.g. openness and curiosity) towards diversity and motivation to learn about/engage with it and (b) experiences of difference that take people out of their comfort zones and stimulate new thinking and behaviour”. (pp.1049-1050). Bilingualism is considered as one of the main challenges for intercultural communication (Tucker King et al, 2021). In many countries English is used as lingua franca in higher education institutions. However, how English is used by native speakers in higher education institutions, is perceived often by international students as creating hindrance to written and spoken communication (Holliday, 2017). In addition to language barrier, there are also challenges of ethnocentrism (Munezane, 2021; Harrison, 2011) and fear of threat from outside to one´s own language and cultural identity (Kirk et al, 2018). Less willingness to communicate with people other than one’s own group (Munezane, 2021) is also considered as an obstacle to intercultural communication and competence. Methodology, Methods, Research Instruments or Sources UsedMethod/methodology.This study is based on a brief literature review. There are several databases with the possibility of searching articles with different themes, for this study I limited myself to one database, Web of Science. In Web of Science, I searched for articles using the terms “internationalisation + higher education”, then “interculturality + higher education” and finally “internationalisation and interculturality in higher education”. These searches gave quit a large number of articles. By limiting my search to peer reviewed journal articles and articles written after 2010, I could reduce the number of articles. By reading the titles and abstracts of 54 articles, I could identify the purpose, research questions, theoretical perspective, methods used, results, discussions and conclusions. These helped me to choose 14 of the 54 articles with the focus on internationalisation in higher education, intercultural competence in higher education and articles dealing with both themes. For the purpose of this conference abstract, I am limiting myself to the 14 articles. When I develop the abstract into a full-fledged paper, I am planning to search and include more relevant literature, articles, scientific reports and books.To be able to understand the result of the different studies, content analysis is used as methodology. With the help of content analysis, the aims of the studies, methods of studies, theoretical perspectives, findings and discussions are critically scrutinized. The study focused on relevant findings in relation to internationalisation and intercultural competences. But this does not mean all findings from the literature review are included in this short text. Conclusions, Expected Outcomes or FindingsConclusionInternationalisation could be steered by top-down directive or bottom-up initiative and there are also possibilities that it is a combination of both (Kirik et al, 2018). There could be motives for internationalisation to increase quality of education, exchange knowledge and experiences. It is also possible that some higher education institutions are motivated mainly for attracting fee paying students, improve the position of their institution in the national, regional or international ranking systems (Kirik et al, 2018) or impose what they consider as their “best practice” on others.  The possibility of developing intercultural communication and gaining intercultural competence could contribute to creating cooperative learning environment (Hennebry &Fordyce, 2018). In this process participating individuals´ agency helps to achieve the goals of intercultural communication and competence (Sanderson, 2011; Tucker King et al, 2021). When unwillingness and lack of curiosity dominate it can hinder developing intercultural competence. In conclusion successful internationalisation obviously need intercultural communication skills and competence (Spencer-Oatey & Dauber, 2019). Suitable intercultural environment can lead to development of three stages of interactivity, reciprocity and unity (Kudo et al, 2018). While it is difficult to separate the concepts of internationalisation and intercultural competence (Collins, 2018), it is possible to consider the interplay between them. Intercultural competence can pave the way for internationalisation. Openness, curiosity, and willingness to share life experience with others could be commonly used for achieving intercultural competence and internationalisation in higher education.ReferencesCollins, H. (2018). Interculturality from above and below: navigatinguneven discourses in a neoliberal university system. Language and Intercultural Communication, 18 (2), 167-183.https://doi.org/10.1080/14708477.2017.1354867Dunworth, K., Grimshaw, T., Iwaniec, J. & McKinley, J. (2021). Language and the development of intercultural competence in an ‘internationalised’ university: staff and student perspectives. Teaching in Higher Education, 26 (6), 790-805.https://doi.org/10.1080/13562517.2019.1686698Harrison, N. (2012). Investigating the impact of personality and early life experiences on intercultural interaction in internationalised universities. International Journal of Intercultural Relations 36, 224– 237. https://doi.org/10.1016/j.ijintrel.2011.03.007Hennebry, M. L. & Fordyce, K. (2018). Cooperative learningon an international masters. Higher Education Research & Development, 37 (2), 270-284. https://doi.org/10.1080/07294360.2017.1359150Holliday, A. (2017). PhD students, interculturality, reflexivity, community and internationalisation. Journal of Multilingual and Multicultural Development, 38 (3), 206-218.https://doi.org/10.1080/01434632.2015.1134554 Kirk, S. H., Newstead, C., Gann, R & Rounsaville, C. (2018). Empowerment and ownership in effective internationalisation of the higher education curriculum. Higer Education, 76, 989-1005.https://doi.org/10.1007/s10734-018-0246-1 Kudo, K., Volet, S. & Whitsed, C. (2018). Development of intercultural relationships at university: a three-stage ecological and person-in-context conceptual framework. Higher Education, 77, 473-489.https://doi.org/10.1007/s10734-018-0283-9Munezane, Y.  (2021). A new model of intercultural communicative competence: bridging language classrooms and intercultural communicative contexts. Studies in Higher Education, 46 (8), 1664-1681.https://doi.org/10.1080/03075079.2019.169853
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15.
  • Abraham, Getahun Yacob, 1958-, et al. (författare)
  • Internationalisation and Interculturality in Preschool Teacher Education: Whose Agenda?
  • 2020
  • Ingår i: Internasional Utvecksling i Laerutdanning.
  • Konferensbidrag (refereegranskat)abstract
    • This study explores the question, how do Karlstad University (KAU) preschool teacher education students perceive their course materials in relation to internationalisation and intercultural practice? Questionnaires were administered through the Survey and Report tool to all students in the program. Out of 648 students who received the questionnaire, 94 (14.5%) replied. Cultural-Historical Activity Theory (CHAT) is used as theoretical perspective for the study, with analysis exploring the CHAT elements of: tools; subjects; rules; community; division of labour; objects; and outcomes. Results of the study show that students recognized the availability of internationalization and intercultural perspective in their courses, and particularly valued opportunities to meet and discuss with practicing preschool teachers working in multicultural and multilingual areas. Results also note challenges with creating opportunity for students to meet students from other countries, either in Sweden or online. Some students also indicated they found it difficult to engage with English language texts that used critical theory or which differed from Nordic contexts. Our research suggests that Swedish student teachers value content which prepares them for working in Sweden with culturally diverse students, but place less value on higher education goals of internationalisation when these are not closely connected to practice.  
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16.
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17.
  • Abraham, Getahun Yacob, 1958-, et al. (författare)
  • Learning through short field studies, Swedish students voice on field studies in schools in South Africa.
  • 2014
  • Konferensbidrag (refereegranskat)abstract
    • AbstractThe focus of this study is to explore in what way a short term field study can contribute to teacher students intercultural learning and professional development. The role that firsthand experience plays in culture learning has invariably been discussed to be a critical part in intercultural learning (Quezada 2012, 8). The empirical material for the study consists of interviews before, during and after a two week field study conducted with six Swedish teacher students in South Africa. Observations during the field visits were also part of the used methods. The students specifically reflects on the observed language barriers for children who are attending education with other languages than their mother tongue, strong discipline in classrooms and resource differences between schools. According to the students diversity in the culture and seeing pupils with diverse backgrounds in the same context will be helpful for their future carriers. They believe in particular that the field study experience will help them to meet pupils with diverse backgrounds in their own school classes. They also believe the field study helped them to gain an understanding of the Swedish education system in comparison to others. Thus, we argue that a short term field study can contribute to intercultural learning and professional development, although findings also suggest that the tutoring in the field plays a crucial role.
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18.
  • Abraham, Getahun Yacob, 1958- (författare)
  • New Public Management in the Swedish Higher Education
  • 2016
  • Konferensbidrag (refereegranskat)abstract
    • The focus of this study is to find out about the neoliberal New Public Management entry into the Swedish higher education institutions, its effect and the possible alternative to it. The study is based on articles in academic journals, policy documents and government sponsored reports. The result of the study shows that the Swedish higher education institutions are influenced by New Public Management. This is visible as market characters such as efficiency, competition, quality control, customer satisfaction is highly valued at present in the higher education. There is also emphasis on manpower training for the labour market. Easily measurable knowledge for immediate use of economic growth are prioritized at the expense of critical and analytical knowledge. Higher education’s autonomy is to some extent violated, collegial leadership is replaced by appointee leadership, staff are under pressure to follow instructions instead of exercising their academic freedom. Based on these findings I will argue against these trends and emphasis on the importance of all partners in higher education to review the present condition in order to facilitate the possibility for keeping higher education (universities) as public autonomous institution, to keep academic freedom intact, to assure that higher education should have both professional and democratic contents, and that higher education should continue to undertake basic long term and short term research for immediate use.
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19.
  • Abraham, Getahun Yacob (författare)
  • Nukruma’s and nyerere’s educational visions : what could contemporary africa learns from them?
  • 2014
  • Konferensbidrag (refereegranskat)abstract
    • NUKRUMA’S AND NYERERE’S EDUCATIONAL VISIONS – WHAT COULD CONTEMPORARY AFRICA LEARNS FROM THEM? Getahun Yacob AbrahamSenior LecturerInstitution for Pedagogical StudiesKarlstad University    This study tries to assess the educational visions of two post independent African leaders, Kwame Nkrumah and Julius Nyerere. The focus is on, what could contemporary Africa learn from their visions on developing the welfare of society through education? To answer this question a literature review of their own works and other writers was conducted. The review shows that they emphasised on the need for education for further development in their own and other countries in the continent. They also focused on relating education with the local reality with due concern on the relevance of knowledge of the global reality. The instrumentality of education to change the life of the masses was given a vital place. For them  education should aim at including all sectors of society and on creating equality among the population instead of contributing to evolving an elite class that selfishly prioritize its own interest than the society at large. They stressed that education should not be too theoretical in the expense of the practical activities. According to them the purpose of education should go beyond individual gains and take into consideration the welfare of the whole society. In line with their visions information technology and welfare development in the continent should be assumed in a way that benefits the broad masses.    Key words: contemporary Africa, Education, Nkrumah, Nyerere, visions
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20.
  • Abraham, Getahun Yacob, 1958-, et al. (författare)
  • Postcolonial perspective, indigenous knowledge and critical theories for transforming universities and societies in Southern/Africa
  • 2017
  • Konferensbidrag (refereegranskat)abstract
    • This conference paper will address some problems facing Southern/African universities. Instead of detailed discussion of general problems facing universities in Southern/Africa, it will focus on universities relation to their funding partners such as the state and external donors, as well as their role as higher education institution in terms of teaching, research and the outreach/community services program. We believe postcolonial investigation into higher education helps universities to look into their past and its impact on their present. Through researching indigenous knowledge systems, they can find out about locally developed knowledge that they can integrate into their educational curricula. Concepts from critical theories could be used to analyse universities relations to their funders, their teaching-learning process, their research and their outreach to their communities. Specifically, through using critical pedagogic approach, they can prepare their students to critically view the reality of their societies, to find out their needs and to participate in the process of their transformation. On the base of these perspectives, hopefully universities could address the problems of inequalities caused by class, gender, ethnicity and race.  KEYWORDS: Postcolonial perspective, indigenous knowledge, critical theories, transformation, universities, societies, Southern/Africa.
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