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Cultural Diversity Issues in the Law School

Cultural Diversity Issues in the Law School. Tuesday 27 July, 2004 1:00pm-2:00pm Room 0920, Level 9 Melbourne Law School. Asian Law C E N T R E. Profil mahasiswa internasional Tradisi pendidikan di Asia Timur Tradisi pemakaian nama dari Asia Timur

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Cultural Diversity Issues in the Law School

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  1. Cultural Diversity Issues in the Law School Tuesday 27 July, 2004 1:00pm-2:00pm Room 0920, Level 9 Melbourne Law School AsianLaw C E N T R E

  2. Profil mahasiswa internasional Tradisi pendidikan di Asia Timur Tradisi pemakaian nama dari Asia Timur Peranan tradisi kebudayaan dalam interaksi antar-guru/mahasiswa Masalah pengertian biasa bagi mahasiswa internasional NESB Metode mendukung partisipasi di kelas Cultural Diversity Issues

  3. International student profile Educational traditions in East Asia Cultural conventions for student-teacher interaction Common learning problems for NESB international students Effective NESB teaching techniques Naming conventions Cultural Diversity Issues

  4. University as a whole 2003: International students- 21% 2003:Australian FP: 14% Target: 28% by 1997 (achievable?) Law School 1993: international students - 5% of first year students 2003: 18% of students 400% increase Dramatic increase: facilities have not kept pace Profile of International Students

  5. HECS: 266 (61%) Australian Fee Paying: 66 (15%) International: 75 (17%) Scholarships: 31 (7%) Total 2004 cohort: 438 Law School 2004

  6. Law School 2000-2004

  7. UGS: Main Source Countries Offshore 1998-2003

  8. International Enrolments: UGS 2004

  9. International Pre-University Programs 1998-2004

  10. Performance: Australian Fee Paying Averages

  11. Performance: International Fee Paying Averages

  12. Bad year: ‘spiked’ 4 to 8 times more likely to fail than AFP or HECS students - esp. HPL and TPL H1 result impossible for a fee-paying international student in compulsory subjects Highest result H2 60% received P or H3 5% of international students withdrew (‘effective fail’) vs 1.6% AFP students Law Results: 2002

  13. Fails and withdrawals combined TPL International students: 28% Local students: 8.5% Contracts International students: 21.7% Local students: 5.3% Failures: 2002

  14. Complex situation IELTS and TOEFL Range of reasons given Growth outstripping services Seen as ‘nuisance’ or distraction Revenue source rather than educational issue: Cash cow? Lack of priority given to issue Lack of experience and training in dealing with international students Perception of threat to standards Possible decline in numbers due to dissatisfaction? Why is this happening?

  15. Educational Traditions in East Asia

  16. Much diversity, BUT: Rote learning Irrelevance of argument: simple yes or no answers ‘Sacred texts’ Teacher as God: authoritative status Teacher cannot be questioned Patron/client model: corruption? Extreme pressure (China, Singapore) or absence of pressure (Indonesia) in home country Role of ideology (Malaysia, Singapore) Asian Educational Traditions

  17. Dealing with Authority Figures Face Respect for seniority Respect for education and educators Depends on relationship Often say ‘yes’ if they think it is what you want to hear Upward delegation Cultural Conventions: Student/teacher interactionChina

  18. Embarrassment Responses Giggle Do not want to ‘lose face’ May avoid question or remain silent if in disagreement Gifts Cultural tradition Impolite not to give or receive China

  19. Dealing with Authority Figures Discomfort – visiting offices not common Do not interrupt Do not question Always say ‘yes’ Body Language Little eye contact Head bowed (lower) Muslim women meeting with male lecturers Indonesia

  20. Embarrassment Responses Laughter Smiling Non-responsiveness Sullenness (anger) Gifts Cultural tradition Impolite not to give or receive Issue of ‘scale’ (apple for teacher vs. bribe) Indonesia

  21. Writing and Research Do not understand role of argument in learning: look for single ‘right answer’ Difficulty distinguishing analysis from description Difficulty distinguishing argument from data gathered Little experience or understanding of legal research Used to ‘cutting and pasting’ Limited understanding of what constitutes plagiarism Panic: resort to plagiarism Common Learning Problems for NESB students

  22. Classes and Consultation Have difficulty with subtle nuances in meanings of words Complex lectures can be difficult: logic and language Reluctant to approach staff: asking for help is failure (uneven) Embarrassment is a common response to difficulty Confuse hard work with effective work Feel isolated and experience culture shock Many absent from family for first time Financial burden exacerbated by low income or high relative value of fees in home country Most experience serious stress or illness in first year

  23. DO NOT: Assume learning problems or cultural differences = stupidity ‘Dumb down’ content Give out model answers (controversial) Correct entire drafts Forget cultural understanding is a two-way process Effective NESBTeaching Techniques

  24. DO: Refer students to Faculty and University Language and Learning Support Speak slowly and clearly Avoid putting students ‘on the spot’ Encourage small group work, where appropriate Avoid unnecessary technical terms Explain necessary technical terms Use practical examples for main points Summarise your presentation regularly

  25. DO: Use Powerpoint and post on subject page OR hand out lecture summaries, including key terms: ‘safety blanket’ Offer additional ‘revision’ sessions (if possible) Distribute CLEAR, SIMPLE guidelines on assessment expectations and plagiarism Be available to students Encourage consultations Ask ‘personal’ questions: show an interest in each student Use names - consider name cards

  26. Unlikely to be on first-name basis until relationship established Use family name plus the appropriate title Often addressed by their government or professional title eg. Mayor Li Mr Li – Li Xiansheng Mrs Li – Li Taitai Miss Li – Li Xiaojie Mr / Mrs Li (teacher) – Li Laoshi Professor Li – Li Jiaoshou China: Naming ConventionsTerms of Address

  27. Family name only has one syllable Given name may have either one or two syllables Chinese family names are placed first, followed by the given name eg. Deng Xiaoping (unless name has been Anglicised) Names chosen for their meaning, not sound Difficult to differentiate men’s from women’s names ChinaNaming Conventions

  28. Honorifics often used Bapak (Mr) Ibu (Mrs / Ms) Mas M’bak (informal) Kth (‘to’ the most respected) Yang baik (‘dear’) Indonesia: Naming ConventionsTerms of Address

  29. Total flexibility Often only one name (repeated?) Nicknames common Religious names Western names Number names Birth names Use of honorifics IndonesiaNaming Conventions

  30. One common problem is differentiating first name, surname, etc. You may wish to use the following formula in forms in which contact is made with people from an Asian background. FULL NAME Please place surname (if any) in capitals Please underline the name by which you prefer to be called If you prefer to be called by a nickname, please place that in brackets ( ). For example, Timothy (Tim) LINDSEY Asian Naming Conventions

  31. Asian Law Online http://www.law.unimelb.edu.au/alc/bibliography

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