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Category > Social Science Posted 13 Sep 2017 My Price 10.00

need help with writing journal

Should universities have to deal with foreign students who came from different cultures in a different way is a question worthy of discussion. There is a disagreement about if the universities should change to accept different kinds of communicates styles or they do not have to change their education system and foreign students should adapt with that.

In a personal level, I believe that it is really hard to universities to change their standers and education system to be suitable for foreign students because if they did that it is going to change their principles. On other hand, universities should be more acciceptible to foreign students’ believes and culture.

complete this and fix

about

https://gonzagateach.wikispaces.com/file/view/Helping+World+Majority+Students+Make+Sense++of+University+Expectations.pdf

beginng untali 113

Listening

to the Wor,J(,

The

student

is nodding

now.

is getting

the

idea.

But

one

thing

is still

bothering

him.

"How

I going

to get

paper

if I

have

to do

all

this,

and

I still

might

not

come

with

any

answers?"

yes,

the

university,

intervening

in education.

I assure

him

that

making

even

a little

progress

the

questions

will

make

it a better

paper.

puts

his

coat,

shaking

his

head

a little.

"Well;"

he says,

"at

least

now

I know

what

"digging

deeper"

means.

"Yeah:'

I say,

"I think

you

do:'

I am

smiling,

but

heart

is tired.

Fo)C)

H-.

(Iti14)

Li s-l-t

~f'4

H\.L-

lUbrid

•..

CuttuAol

"SSVl.

'1(\

oco&.t.'M,(C-

W,;

Al('16.

7 Helping

World

Majority

Students

Make

Sense

of University

Expectations

When

academics

argue

about

multiculturalism,

they

form

predictable

battle

lines.

one

side

are

those

who

would

change

the

university,

dispensing

with

the

white

male

literary

canon,

adding

histories

and

literatures

of maligned

or ignored

peoples,

introducing

research

styles

and

purposes

that

include

new

voices

and

points

of view.

the

other

side

are

those

who

would

leave

the

university

alone

and

change

the

students

instead,

providing

them

with

the

courses,

the

research

opportunities,

the

quality

time

with

faculty,

even

remedial

help

if necessary,

in order

to help

them

meet

what

they

consider

"world

class"

standards.

Each

side

sees

the

other

repressive.

According

those

who

would

change

the

university,

requiring

students

to conform

to dominant

ways

of thinking

and

of expressing

ideas

upholds

a social

order

that

allows

ethnocentrism

and

racism

to Bourish.

And

according

to those

who

would

change

the

students,

opening

the

university

to other

styles

and

standards

of excellence

would

create

even

elitist

system

which

those

who

chose

western-traditional

courses

and

methods

would

learn

rigorously

and

move

to the

top,

while

those

who

did

not

would

remain

marginal.

Because

this

dispute

has

become

so divisive

and

contentious,

when-

ever

I talk

about

"the

problem"

I have

framed

it in this

book-

that

world

majority

students

are

misjudged

the

U.S.

University

because

cultural

differences

communication

style

and

world

view-faculty

members

want

to know

where

I stand.

"So

what

should

do?"

they

ask.

"Should

open

the

university

to a plurality

of communication

styles

and

ideas

about

knowledge,

or should

help

world

majority

students

conform

to our

standards?"

I were

consistent,

I would

have

to say,

"Let's

change

the

University:'

Given

what

I've

said

about

the

disabling

effects

of ethnocentrism

and

racism,

and

given

belief

that

communication

styles

and

world

views

should

be seen

as different,

rather

than

"good"

or "poor:'

"world

class"

or "marginal:'

would

seem

obvious

that

the

university

needs

major

reform,

from

its

institutional

goals

to course

offerings,

to as-

sessment

criteria,

to curricula,

to assignments,

to classroom

and

con-

107

------------------

Listening

the worI1(_

comments

individual

ferencing

practices,

all

the

way

down

students'

papers.

But

students

cannot

wait

for

change.

They

are

here,

trying

to get

along

the

system,

and

they

know

they

need

to understand

it in

order

to succeed.

"I accepted

that

I would

have

to learn

what

western

faculty

have

to offer

when

I came

here,

when

I sat

down

in class

learn

from

them:'

says

Ali,

a graduate

student

from

Somalia.

"So

have

to try

hard

to meet

their

requirements.

Because

what

I'm

here

for

is to get

what

they

have.

They

will

certify

that

I have

graduated.

If I don't

want

it that

way,

then

I shouldn't

here

in the

first

place.

I just

want

to know

what

the

rules

are.

I just

want

to know

how

things

are

operating,

what's

considered

good

writing

and

what's

considered

bad

writing.

Then

I can

try

to conform

to that,

I can

graduate,

so I can

achieve

objectives

here:'

"We

can't

expect

the

university

to change:'

Kamala

tells

in a

cynical

and

uncharacteristically

direct

moment.

"Professors

have

ten-

ure.

They

have

reason

to adjust

their

thinking:'

"We

come

from

so many

different

cultures:'

adds

Jean-Claude,

trying

to smooth

over

her

criticism.

"Faculty

can't

learn

about

them

all.

I was

surprised

find

that

many

of my

professors

have

never

been

abroad,

even

for

short

time.

It's

hard

to understand

the

way

another

culture

thinks

unless

you

spend

time

in the

country

and

learn

the

language:'

But

while

these

students

find

it impractical

to change

the

system,

they

are

not

completely

content

with

the

status

quo.

"If

this

culture

demands

foreign

students

to be

different:'

says

Surya,

"can't

foreign

students

demand

this

culture

to be

different,

a little

bit,

can

come

to a point

were

can

communicate

with

each

other?

I don't

want

to say

that

don't

have

to change;

I don't

have

to remain

the

way

I was

in my

country,

that's

kind

of an

arrogant

position.

But

why

can't

people

here,

even

professors,

try

to be different?

Why

can't

they

the

styles

the

students

bring

with

them,

and

also

educate

themselves

so that

they

can

understand

others?"

I listen

to these

students,

I realize

that

must

do both-change

the

students

and

change

the

university-even

if it seems

contradictory,

even

if doing

so seems

to support

ethnocentrism

at the

same

time

try

to dismantle

it. First,

need

to help

students

cope

within

the

system

as it exists,

with

all

its imperfections.

If we

this

in the

way

I will

suggest,

talking

explicitly

about

cultural

differences

when

have

determined

it to be appropriate,

will

at least

be acknowledging,

to students

and

to ourselves,

that

other

reasonable,

logical

ways

seeing

the

world

exist

and

are

of interest

to U.S.

faculty.

This

in itself

Helping

World

Majority

Students

109

would

enormous

step

forward

for

the

university,

given

its

entrenched

and

almost

willful

ignorance

of other

points

of view.

Secondly,

need

find

ways,

Surya

suggests,

educate

ourselves

so that

can

understand

others.

Not

only

would

this

respectful

to the

rest

of the

world,

it is also,

in his

view,

realistic.

"The

way

I see

it, the

university

is saying,

'You

are

here,

you

have

to accept

our

system:

understand

that,

and

have

to be

pretty

much

adjustable

to that.

But

the

thing

is, how

far

can

with

it?

How

much

can

change

in a period

two

three

years?

if both

the

students

and

the

university

would

change,

least

somewhat,

wouldn't

have

wrestle

with

the

level

frustration

that

have,

thinking

that

have

to become

so absolutely

different.

Because

how

can

this?

What

is the

process,

what

the

way

can

change

so radically

here

so that

can

accepted,

that

can

gain

recognition?

That's

where

the

self-esteem,

the

self-confidence

comes

from.

Foreign

students

have

been

getting

rec-

ognition

for

the

ways

they

have

been

thinking

and

communicating

and

writing

in their

settings.

And

all

of a sudden

they

lose

all that.

You

can't

imagine

what

happens

to these

people!

They

become

very

irritated.

Very

much

miserable:'

In the

light

of these

comments

from

students

themselves,

who,

after

all,

are

the

ones

are

trying

to help,

I will

suggest

some

ways

that

I have

been

using

to work

with

undergraduate

and

graduate

students

who

I see

in class,

or in weekly

conferences

over

the

intensive

seven-

week

half-term,

a one-shot

half-hour

conference

Writing

Workshop.

These

ways

of talking

with

students

(which

I have

illustrated

through

stories

in previous

chapters)

seem

to work,

at least

some

the

time,

both

for

the

students

and

for

myself.

For

when

I say

that

these

suggestions

"work:'

it means

two

things

to me:

first,

that

they

help

students

change

their

writing-their

styles

and

their

entire

ap-

proach,

sometimes

quickly,

sometimes

through

a long

period

of struggle.

Second,

talking

with

students

about

cultural

influences

their

writing

means

that

I must

constantly

aware

of these

influences,

constantly

demonstrating

to students

that

I understand-or

want

to understand-

where

they

are

coming

from.

Because

this

demand

for

openness

part,

these

conversations

"work"

as well,

reminding

constantly

of what

it is like

to experience

the

world

differently.

And

once

I understand

that,

I can

begin

to see

ways

to help

students

adjust

their

styles

to their

new

audience

without

completely

losing

themselves.

I can

begin

to see

ways

of experimenting

with

assignments,

even

for

mainstream

students,

assignments

that

call

for

subtlety

or met-

aphor

or storytelling

and

less

explicit

analysis

or writing

that

is more

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