The Global Learning Competency v. the Local Context of a CUNY community College in New York: a Study of the COIL Faculty’s Pedagogical Practices

• In Event: Reimagining Professional Development of Critical Pedagogy and Humanizing Teaching & Learning in the Humanities

Proposal

In this presentation, Madoré interrogates teaching practices in Collaborative Online International Learning (COIL) units, at a CUNY community college where more than 60% of the students were born outside of the U.S. This study combines ethnographic observations and interviews with the community college faculty members to explore the pedagogical decisions educators make in COIL units – from creating a syllabus to leading a class discussion to grading. Drawing from the emerging scholarship on COIL in community colleges, Madoré asks whether and how educators center students’ diverse experience in the design of COIL units and how the educators’ own understanding of “the global” shapes their teaching practices.

References:
Kamola, Isaac A. 2019. Making the World Global: U.S. Universities and the Production of the Global Imaginary. Durham: Duke University Press.
Tanenbaum, Laura, and Karen Miller. 2014. “Internationalizing ‘America’: Critical Pedagogy in the Multinational Community College Classroom.” The International Journal of Critical Pedagogy 5 (2). http://libjournal.uncg.edu/ijcp/article/view/542.

Author

• Marianne Madoré, The Graduate Center, City University of New York