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Teaching and Learning Global Political Economy for Undergraduates
Unformatted Document Text:  bursting of the housing bubble is not confined to the US economy and it is shaping their present and future. Lessons I have learned Among the many lessons I have learned, this experience clearly suggests that action research has been instrumental in improving my teaching. At the heart of this achievement was the recognition that global and intercultural competencies are as critical to the future of this planet as are technology and information competencies. I recognize contemporary challenges in Higher Education, especially the changing nature of literacy in contemporary society. I am dedicated to critical pedagogy of the new image culture and technologically mediated literacy that requires non-linear pedagogies but is supported by print literature. While all my coursework appropriates available technological tools for learning, it also draws upon the tradition of literacy as political practice for social justice. A second lesson is that scholarly learning in GS 370 is premised on the increasing use of the collaborative and experiential approach. My teaching uses simulations and ‘hands-on’ approach evident in varying degrees of required collaboration that holds individual student accountable. Thirdly, I have learned to take a relational approach to teaching and scholarship. Instead of reducing all realities to binary opposites such as global North and global South, I have looked for ways to help students identify how both are part of a larger integrated economy. Once students learn actively to think beyond the narrow confines of the American economy, they are able to locate themselves in the global economy and find their own voices in the complex pluralistic and global environments they inhabit. Bhatti APSA T and L 2/08 18

Authors: Bhatti, Robina.
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background image
bursting of the housing bubble is not confined to the US economy and it is shaping their
present and future.
Lessons I have learned
Among the many lessons I have learned, this experience clearly suggests that action
research has been instrumental in improving my teaching. At the heart of this
achievement was the recognition that global and intercultural competencies are as critical
to the future of this planet as are technology and information competencies. I recognize
contemporary challenges in Higher Education, especially the changing nature of literacy
in contemporary society. I am dedicated to critical pedagogy of the new image culture
and technologically mediated literacy that requires non-linear pedagogies but is supported
by print literature. While all my coursework appropriates available technological tools for
learning, it also draws upon the tradition of literacy as political practice for social justice.
A second lesson is that scholarly learning in GS 370 is premised on the increasing
use of the collaborative and experiential approach. My teaching uses simulations and
‘hands-on’ approach evident in varying degrees of required collaboration that holds
individual student accountable. Thirdly, I have learned to take a relational approach to
teaching and scholarship. Instead of reducing all realities to binary opposites such as
global North and global South, I have looked for ways to help students identify how both
are part of a larger integrated economy. Once students learn actively to think beyond the
narrow confines of the American economy, they are able to locate themselves in the
global economy and find their own voices in the complex pluralistic and global
environments they inhabit.
Bhatti APSA T and L 2/08
18


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