LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Janes, Dominic (2011)
Publisher: Taylor & Francis
Languages: English
Types: Article
Subjects: hafvm
A course introducing British culture is a standard component of many study abroad programmes running in this country that are aimed at international students who will be spending a limited amount of time in the United Kingdom. However, it is not often acknowledged that such students possess a range of strong pre-conceptions about British culture and society prior to their arrival. Conventional teaching strategies assume student ignorance of the subject. However, an alternative approach which makes us of pre-arrival stereotypes can be more productive in terms of engaging students in active processes of comparative analysis of their new and existing knowledge. A case study of American student stereotypes of the British monarchy is presented and it is suggested that these can be used as the basis for refining student understanding of cultural politics in the United Kingdom. International students, therefore, should not be treated as being culturally ignorant of Britain in the sense of having no knowledge or opinions at all. Rather, it should be understood that they possess a culturally mediated state of subjectivity which I refer to as ‘ignorance’ and that this can become a valuable resource for teaching and learning.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Fairlie, C. (2004). Seeing Scotland: creating visual imagery in an Ohio classroom. Changing English 11, 205-11.
    • Frederick, P. J. (2000). Motivating students by active learning in the history classroom. In A. Booth & P. Hyland (Eds), The practice of university history teaching (pp . 101 - 111). Manchester: Manchester University Press.
    • Giroux, H. A. (1994). Doing cultural studies: youth and the challenge of pedagogy. Harvard Educational Review, 64(3), 278-308.
    • Grote, D. (1992). British English for American readers: a dictionary of the language, customs and places of British life and literature. Westport: Greenwood Press.
    • Hall, S. (1997). Representation: cultural representations and signifying practices. London: Sage.
    • Holdship, B. (1997). Britpop, schmitpop! In American it's spelled O-A-S-I-S. Retrieved October 1, 2005 from music.yahoo.com/read/interview/12043430.
    • Jackson, S., & Solis, J. (1995). Introduction: resisting zones of comfort in multiculturalism. In S. Jackson & J. Solis (Eds), Beyond the comfort zone: Confronting the politics of privilege (pp. 1 - 14). Westport: Bergin & Garvey.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article