Abstract
World Heritage Sites are used in various educational contexts to trigger and promote intercultural knowledge and mutual understanding. This study was designed to help learners at tertiary level to gain new knowledge and understand the importance of fundamental values associated to such sites in their own country. Although Mauritius is a multilingual and multicultural island, it is well-known for peace and harmony prevailing among its inhabitants. However, in an ever-changing world context, the social fabric has become more fragile with sporadic social outbreaks. Thus, learners, namely those registered at the Faculty of Social Sciences and Humanities of a public-funded university, should be at the forefront to consolidate nation-building. Action-research was conducted during six academic years to improve module contents and delivery to enhance civic and intercultural skills of learners. Qualitative research was carried out to better understand learners’ perceptions. Tools included regular notes taking, focus group interviews, questionnaires, student feedbacks, and evaluation of competences. Observations included stereotypes and insecurities linked to cultural ignorance, cooperation and interdependence for learning and reaching out civil society. Results show that learners developed self-evaluation capacities to transcend cultural barriers and stereotypes. Field work led to enhancement of intercultural understanding, fight against taboos and breaching gaps to communicate with groups foreign to one’s own cultural environment, dispelling one’s fears and anxieties. Overall, there was the development of a global citizenship conscience. Despite the excellent outcomes of this action-research, such teaching and learning in a multicultural context currently depends solely on the motivation of the lecturer.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
INTERCULTURAL KNOWLEDGE, VALUES, NATION-BUILDING, ACTION-RESEARCH, CULTURAL BARRIERS, GLOBAL CITIZENSHIP CONSCIENCE
