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Brené Brown: The power of vulnerability references the cultural constraints of vulnerability, such as the gender differences mentioned in her video. Brené Brown studies human connection - our abilit
Brené Brown: The power of vulnerability references the cultural constraints of vulnerability, such as the gender differences mentioned in her video. Brené Brown studies human connection - our ability to empathize, belong, and love. In a poignant, funny talk, she shares a deep insight from her research, one that sent her on a personal quest to know herself as well as to understand humanity. Respond to the following questions critically analyzing and relating through your own pertinent experience:
- What gets in the way of people being vulnerable?
- How does being vulnerable help you become more resilient in relation to experiences on intercultural understanding?
Written Assignment RequirementsSubmit a paper which is 2-3 pages in length exclusive of the reference page, double-spaced using 12 point Times New Roman font. The paper must cite at least 2 outside sources in APA format and be well-written. Check all content for grammar, spelling and to be sure that you have properly cited all resources (in APA format) used. Refer to the UoPeople APA https://my.uopeople.edu/course/view.php?id=3963#section-4 Tutorials in the LRC for help with APA citations.
References
1. Brisk, M. E., Barnhardt, R., Herrera, S., & Rochon, R. (2002). Educators' preparation for cultural and linguistic diversity: A call to action. Washington, DC: American Association of Colleges for Teacher Education. (ERIC Document Reproduction Service No. ED477737). Retrieved from https://files.eric.ed.gov/fulltext/ED477737.pdf
This policy paper provides information about issues surrounding the education of culturally and linguistically diverse (CLD) student populations, and stresses the need for teachers who can deliver classroom practice that respects the language and culture of the child and effective, accommodative instruction that results in literacy and academic success for second language learners.
2. Gay, G., & Kirkland, K. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory into Practice, 42(3), 181-187. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.460.7961&rep=rep1&type=pdf
In this article, the authors argue that developing personal and professional critical consciousness about racial, cultural, and ethnic diversity should be a major component of preservice teacher education.
3. Huddart, D. (2014). English in the Conversation of Mankind: World Englishes and Global Citizenship. In Involuntary Associations: Postcolonial Studies and World Englishes (pp. 52-74). Liverpool: Liverpool University Press. Retrieved from http://www.jstor.org/stable/j.ctt18kr776.6
The article states that English allows us to advance toward global exchange and solidarity among the institutions of civil society, extending bonds between citizens everywhere across the globe. For this reason, considering English as an international language can also bring a sense of possibility in terms of strengthening what might be called ‘planetary citizenship’, i.e. alliances among citizens with a universalist intent.
4. The New London Group (1996) A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review: April 1996, Vol. 66, No. 1, pp. 60-93. Retrieved from http://www.dmacinstitute.com/wp-content/uploads/2015/03/new-london-group-pedagogy-multiliteracies.pdf
In this article, the New London Group presents a theoretical overview of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies."
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