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| 1 |
ID:
117589
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2012.
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| Summary/Abstract |
The traditional format for teaching courses to undergraduate students has long been that of lecture when professors speak and students listen. However, as times have evolved so too have the pedagogical methods in the classroom. In teaching a course on diversity and discrimination in the society, this instructor opted to combine several teaching methods as a means of not only conveying the substantive material to the class but, more importantly, engaging the students at an interactive learning level. By combining traditional lecture with watching/discussing documentaries and incorporating structured student debate, a dynamic learning environment was created. As a result of incorporating the students into every aspect of the class, the students learned from both the instructor and students alike. Thus, the use of this multifaceted approach created a positive and engaging learning environment for the whole class.
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| 2 |
ID:
100025
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2010.
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| Summary/Abstract |
Through the example of the UN Interim Force in Lebanon (UNIFIL), this article examines how intercultural skills are used by the French military in their daily life during a peacekeeping operation. As an essential part of professional military education and a component of military efficiency, cultural awareness is supposed to play a key role in fulfilling peacekeeping missions. The contention here is that there is a gap between the official discourse on cultural awareness and the way that the military experience their daily life and perceive multiculturalism during operations. Cultural diversity does not feature as a trump card, and national boundaries remain strong, in for example the compartmentalization of areas of operation and the restrictive UN and national rules of engagement. These limit the formal and informal contacts between contingents and with the population.
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