Cultural and Religious Diversity Case Studies

    IT in a Multi-Cultural Classroom

    Dr Paul Jackson

    This paper discusses the management and use of information in relation to the use of artifacts in an educational context. The use of educational software to support learning within a university is the central focus of the study, and, although using literature concerning the evaluation of education, this study is grounded in the literature of computer supported co-operative work (CSCW). More specifically, a sub-group of CSCW, Activity Theory, is used as the background for the analysis. The methodology used is a variant on the ?ethnomethodologically informed ethnography? put forward by Blythin et al (1997), although there are no clearly applicable methodologies as such within Activity Theory (Bannon, 1990). Sometimes called ?technomethodology? (Dourish and Button, 1998), the approach is a relatively loose alliance of anthropological, sociological and technical approaches designed to focus on how work is socially organised (Blythin et al, 1997). A variety of techniques were used to examine and analyse perceptions of the technology, including SWOT analysis, questionnaires, on-line discussions, focus groups and initial ?think-pieces? on the student?s own perceptions. Activity Theory provides a lens through which the use of technology in the classroom can be viewed. The view of tools mediating activity and the emphasis on the broader environment within which users utilise tools are particularly useful and the concept of development adds a further dimension, since educational groups start with different endowments in terms of skills and experience. The development of different sub-groups over time and their differentiation through their use of tools, in this case computers, provides a specific set of challenges for teachers employing the technology. These issues are incorporated into three parallel approaches to the study: a framework of challenges outlined by Grudin (1994); the application of an activity checklist; and a framework of social norms, activities and collaboration outlined by Vygotsky and Bellamy (1996).


    Making the facts fit: using examples relevant to one's student audience

    Dr. Susan Jamieson

    Preparing a lecture on 'Genetic Screening' for international students, it occurred that cystic fibrosis, the classic example of a recessive genetic disease, was not especially relevant to non-Caucasians. A better example was b-thalassaemia, since this is prevalent in Asian, African and Mediterranean populations.


    Black mentoring experiment

    Nicola Aries

    An attempt to increase the role of student mentors at the Law School led to discussion with the current crop of volunteers. These students were a mixed gender, racial and age group. They requested specific 'drop in' groups and volunteered to set these up and run them. I left it to the groups to decide how to advertise their presence. Posters were put up by an Asian Women Lawyers Group, a Black Lawyers Group and a Mature Student Group. The Black Lawyers Group posters were defaced with remarks and anti-black group messages which it seemed were left by black students. The Asian Women Lawyers Group worked best as an anonymous 'underground' group.


    Cultural diversity as a hindrance to learning

    Lindsay Allason-Jones

    Teaching students from a range of ethnic groups requires a detailed awareness of the students' cultural backgrounds over and above an awareness of their linguistic ability.