- Darwin, NT
Bea Staley
Charles Darwin University, College of Education, Department Member
The consequences of globalization include advances in technology and greater interactions among nations, as well as unpredictable world events and high levels of voluntary and involuntary movement of groups of people across national... more
The consequences of globalization include advances in technology and greater interactions among nations, as well as unpredictable world events and high levels of voluntary and involuntary movement of groups of people across national borders resulting in demographic shifts throughout the world. Also, due to globalization, professionals such as speech-language pathologists (SLPs) and audiologists (AUDs), can choose to be employed outside of their home countries. Acquiring global competencies is essential for providing successful services to groups of people from various racial, ethnic, cultural, economic, and national backgrounds. In this paper we present theories of globalization, a framework for global competencies, proposed global competencies, and argue for the necessity of global competencies to be integrated into pre-professional educational experiences and in the standards of professional organizations. We are well aware that competencies for global engagement may differ for every country context. This article is only an initial step in beginning to outline and define some competencies that SLPs and AUDs need to be effective service providers in this 21 st century and beyond, with the hope of provoking an international conversation, and ultimately, a universal list of global competencies that will work for all. Globalization Globalization is defined in many different ways and the definition is dependent on the philosophy or theory that is used to delineate the term. World Cultural Theory posits that globalization is the process of diverse cultures being blended into one single culture (Spring,
Research Interests:
Digital storytelling was used in a high school classroom in the Midwestern USA as a part of the curriculum for " non-university-bound " rural youth. Though described as " unengaged " , in this paper we illustrate the way this digital... more
Digital storytelling was used in a high school classroom in the Midwestern USA as a part of the curriculum for " non-university-bound " rural youth. Though described as " unengaged " , in this paper we illustrate the way this digital storytelling project redefined the teacher-student power relationship, and students responded by producing work that was opinionated, forceful and demonstrated a thorough engagement with academic practices via technologies. Research demonstrates that teacher expectations impact student outcomes, and for marginalised students, it is essential to provide pedagogical opportunities that affirm the student's culture and identity. In this paper, we describe the project and the ways students talked about their education and their future through their digital stories. We use Smyth's (International Journal of Leadership in Education 9(4):285–298, 2006) learner-centred policy constellation to consider the findings, and reframe the way we view these students and their work. By utilising technologies in a meaningful way in the classroom, we anticipate educators can potentially deliver more effective, powerful and engaging pedagogies to all students, including those on nonmainstream educational pathways.
Research Interests:
This paper describes a digital storytelling project, completed with two classes of " non-college bound " Seniors at Shady Grove High School in the Midwestern United States. Using narrative inquiry as a methodological framework, student's... more
This paper describes a digital storytelling project, completed with two classes of " non-college bound " Seniors at Shady Grove High School in the Midwestern United States. Using narrative inquiry as a methodological framework, student's stories were examined and considered as meaningful contributions to current knowledge about issues in rural education. Three broad themes revealed themselves in the student's work: 1. High school is viewed solely as a pipeline to college, 2. High school is not seen as " useful " or meaningful for students with career aspirations that do not require a four-year college degree, and 3. High school is mediated through the relationships formed there (teacher and peer). This project revealed the complex and complicated ways in which one group of rural students engaged with digital literacies to reflect on who they are, how they see themselves, and how they view their educational experiences connecting to their future selves.
Research Interests:
The consequences of globalization include advances in technology and greater interactions among nations, as well as unpredictable world events and high levels of voluntary and involuntary movement of groups of people across national... more
The consequences of globalization include advances in technology and greater interactions among nations, as well as unpredictable world events and high levels of voluntary and involuntary movement of groups of people across national borders resulting in demographic shifts throughout the world. Also, due to globalization, professionals such as speech-language pathologists (SLPs) and audiologists (AUDs) can choose to be employed outside of their home countries. Acquiring global competencies is essential for providing successful services to groups of people from various racial, ethnic, cultural, economic, and national backgrounds. In this paper, we present theories of globalization, a framework for global competencies, proposed global competencies, and argue for the necessity of global competencies to be integrated into pre-professional educational experiences and in the standards of professional organizations. We are well aware that competencies for global engagement may differ for every country context. This article is only an initial step in beginning to outline and define some competencies that SLPs and AUDs need to be effective service providers in this 21st century and beyond, with the hope of provoking an international conversation, and ultimately, a universal list of global competencies that will work for all.