From Chameleons to Koalas: Exploring Australian Culture with Pre-Service Teachers Through Children’S Literature and International Experience
Total Page：16
File Type：pdf, Size：1020Kb
FROM CHAMELEONS TO KOALAS: EXPLORING AUSTRALIAN CULTURE WITH PRE-SERVICE TEACHERS THROUGH CHILDREN’S LITERATURE AND INTERNATIONAL EXPERIENCE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By James W. Stiles, M.A. * * * * * The Ohio State University 2004 Dissertation Committee: Approved by Professor Barbara Lehman, Advisor Professor Anna Soter Advisor Professor Cynthia Tyson College of Education Copyright by James W. Stiles 2004 ABSTRACT Peoples and cultures have been interacting since the dawn of history, but global conflict, recent advances in technology, and the changing demographics of the United States make peaceful coexistence in a multicultural world a matter of urgency for this and future generations. Although education is often cited as the key to the global village of tomorrow, little research has been done to explore how the lifeblood of literacy—the books of childhood that teach and entertain—can bridge cultures to connect worlds. This study seeks to address that very question by comparing the literary and lived experience of Australian culture with five pre-service teachers from the Midwestern United States. Children’s literature was the foundation for the project, first as the focus of pre-departure readings in the home country, and then as the basis for a researcher-led three-week study tour where participants met with authors, illustrators, students, teachers, and others as they experienced Australian culture first-hand. Reflective journaling, class discussions, participant observation, and a post-program debriefing yielded data that were analyzed through grounded theory. The developmental model of intercultural sensitivity, and its associated inventory, was used to contextualize response to the phenomenological experience of culture in both literary and lived experience. ii Results of the study show that children’s literature can be an enjoyable and dynamic means to facilitate cross-cultural learning, serving as common ground and catalyst for intercultural exchange through each phase of the program. Theoretical benefits were argued then demonstrated for children’s literature as a tool in furthering global education with pre-service teachers. A five-stage model for cultural relativity is proposed that reflects the disparate ways in which culture is reflected in children’s literature, thus laying the groundwork for further study on national identity and cultural imperialism in global publishing for children. iii DEDICATION This work is dedicated to my partner, Kevin Girard Gartner. His endless support and tireless love kept body and spirit alive, helping me through each and every step of this incredible adventure. It is also in appreciation of my parents, Albert and Barbara Stiles, who were the first to show me the joys of children’s literature and the wonders of international travel. iv ACKNOWLEDGMENTS This project would not have been possible without the support and assistance of many outstanding teachers, colleagues, friends, and students. I thank first my advisor, Barbara Lehman, a teacher, mentor, and friend whose sage advice and editorial brilliance inspired me each step of the way. I am forever indebted to Janet Hickman who taught me my first course in children’s literature, then wove me into her own Charlotte’s Web of books and their creators. To Anna Soter whose encouragement came at the most needed of times, I will always be grateful for your kind heart and open ear. And to Cynthia Tyson, thank you for never letting me forget that people can make a difference. To my friends and colleagues in Australia, I am eternally grateful for your amazing generosity of time and spirit, and for the warm hospitality that made our experience worth writing about. Mary Jo Fresch, you set an incredible network into operation that made this study possible. To Howard Mould who found schools to host us, friends to dine with us, and authors to entertain us, thanks to you and Meredith for our first taste of vegemite and countless hours of wonderful conversation. Sophie and Kon, thanks for welcoming us into your hearts (and into your van). Agnus Nieuwenhuizen, your advocacy for children’s and young adult literature has built a model of inspiration. You brought us into your world and introduced us to some of Australia’s most amazing authors, too numerous to mention. Cheers to Juliet O’Conner, one of the few who v treasures the wealth of social history through children’s literature, to Ann James, a brilliant artist who teaches and inspires, to Meredith Costain and Paul Collins, fountains of story and keepers of chooks, and to Gail Moncrieff whose natural gift as an intercultural educator brought literary theory to life in one brief encounter. Boori Pryor, there is a magic in your soul that speaks to the heart, crossing oceans and cultures to change the world, one story at a time. I am also grateful to many at the University of Dayton for six years of professional growth and opportunity in international education, the flexibility to continue my doctoral studies, and support with my pilot program. And finally to Debbie, Kandice, Amber, Cheryl, and Kim. You helped a dream come true. Thank you for having the faith and making the journey. vi VITA September 7, 1961 Born – Mt. Holly, NJ 1983 A.B., Psychology, Dartmouth College 1988 M.A., International Education The George Washington University 1988 – 1989 Senior Program Coordinator, International Programs The Washington Center 1990 – 1991 Program Director Institute for Experiential Learning 1991 – 1995 Director, American Experience Programs Tufts University 1995 – 1996 Substitute Teacher Pinellas County, Florida 1996 – 2002 Director, Study Abroad The University of Dayton 2001 Children’s Literature International Summer School The University of Surrey, Roehampton, England 2002 – 2004 Adjunct Professor The Ohio State University PUBLICATIONS Illustrator profile of Hans Christian Andersen Award nominee Armin Greder for Bookbird, v 42, 4, 2004. Review article of A Bridge of Children’s Books: The Inspiring Autobiography of a Remarkable Woman by Jella Lepman for Bookbird, v 41, 2, 2003. FIELDS OF STUDY Major Field: Education International/Global Education & Children’s Literature vii TABLE OF CONTENTS ABSTRACT....................................................................................................................... ii DEDICATION.................................................................................................................. iv ACKNOWLEDGMENTS ................................................................................................ v VITA................................................................................................................................. vii LIST OF FIGURES ......................................................................................................... xi CHAPTERS 1. INTRODUCTION...................................................................................................... 1 Research Questions...................................................................................................... 6 Rationale...................................................................................................................... 7 A Distinctively Outsider Perspective........................................................................... 9 Research Design and Methodology........................................................................... 11 Defining Culture and Cultural Understanding........................................................... 13 Organization of Study................................................................................................ 15 2. REVIEW OF LITERATURE................................................................................. 17 Building a Unique Point of Inquiry ........................................................................... 17 Authorship and Authenticity...................................................................................... 20 The National Dimension: Historical and Postcolonial Perspectives ......................... 25 The Struggle for U.S. and Australian National Identities.......................................... 29 International, Transcultural Context of Children’s Literature................................... 35 Defining Global and International Education............................................................ 41 Conceptualizing Intercultural Experience ................................................................. 45 The Developmental Model of Intercultural Sensitivity (DMIS) ............................... 51 Assessing Impact of International Education ............................................................ 56 Preparing for the Future: Pre-service Teacher Education.......................................... 62 3. METHODOLOGY .................................................................................................. 65 Conceptual Framework: A Rationale for Qualitative Methodology ......................... 65 Role of Researcher..................................................................................................... 69 Background of the Study ........................................................................................... 70 The Participants ......................................................................................................... 76 viii Program Design and Rationale .................................................................................