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The Research Journalism InitiativeSupporting Human Rights through Education,[object Object],Creativity and Conflict: Methods for Using Technology to Explore the “Other”,[object Object]
“As diverse as America has become, it remains remarkably inward-looking. Without an educational and media establishment that takes on the responsibility of teaching and informing and respecting the riches of foreign cultures, this country could become a paranoid and parochial suburb of a vital global village.”—Morley Safer, CBS News Correspondent ,[object Object]
Rji 2010
Among the findings from a Roper Poll of 18-24 year old Americans, conducted for National Geographic in 2006…,[object Object],Despite the wall-to-wall coverage of the damage from Hurricane Katrina, one-third of respondents couldn’t pinpoint Louisiana on a map and 48% were unable to locate Mississippi.,[object Object],Fewer than three in 10 think it important to know the locations of countries in the news and just 14% believe speaking another language is a necessary skill.,[object Object]
Two-thirds didn’t know that the earthquake that killed 70,000 people in October 2005 occurred in Pakistan.,[object Object],Six in 10 could not find Iraq on a map of the Middle East.,[object Object],While the outsourcing of jobs to India has been a major U.S. business story, 47% could not find the Indian subcontinent on a map of Asia.,[object Object]
While Israeli-Palestinian strife has been in the news for the entire lives of the respondents, 75% were unable to locate Israel on a map of the Middle East.,[object Object],Nearly three-quarters incorrectly named English as the most widely spoken native language.,[object Object],Six in 10 did not know the border between North and South Korea is the most heavily fortified in the world. Thirty percent thought the most heavily fortified border was between the United States and Mexico.,[object Object]
Rji 2010
	“From science and culture to sports and politics, ideas and capital are crossing borders and spanning the world. The globalization of business, the advances in technology, and the acceleration of migration increasingly require the ability to work on a global scale. As a result of this new connectivity, our high school graduates will need to be far more knowledgeable about world regions and global issues, and able to communicate across cultures and languages.”,[object Object],--Asia Society, from ,[object Object],“Partnership for Global Learning”,[object Object]
    Educator and liberation theorist Paolo Freire believes education must be a dialogue with students, not something inserted or “banked” into students’ minds, and that the teacher is as much a participant as his/her students.  The wider and more pluralistic the dialogue, the more fully students develop their own “conscientização” or internal conciousness, what Freire called “…learning to perceive social, political, and economic contradictions, and to take action against the oppressive elements of reality.” ,[object Object]
The Research Journalism Initiative,[object Object],No foreign sky protected me,,[object Object],no stranger's wing shielded my face.,[object Object],I stand as witness to the common lot,,[object Object],survivor of that time, that place.,[object Object],Requiem, ,[object Object],by Anna Akhmatova,[object Object]
The Research Journalism Initiative,[object Object],Forging Direct Connections and Dialogue,[object Object]
Program Part 1: Palestine,[object Object],Workshops in journalism and leadership for students at An Najah National University, Nablus, West Bank,[object Object]
“In my poetry I tend to go beyond the daily life details and focus on my experience as a Palestinian woman, and it's fascinating to share my experience with students across the ocean and see them relate to it in so many different meaningful and creative ways. RJI confirmed my belief that words and thoughts are bridges to our humanity.”Falastine Dwikat, Poet and RJI Program Manager, Nablus,[object Object]
Program Part 2: United States,[object Object],Middle, High School and University students explore RJI’s student-produced resources from Nablus,[object Object]
Photographic Dialogue—Mohammad Faraj,[object Object],www.ResearchJournalismInitiative.net,[object Object]
Student Poem, written in response to accompanying photo by Mohammad Faraj,[object Object]
  “The photography we were shown (as well as the photos on the website) allowed us to see the world and those in it (especially children) from the eyes of another young person in a completely different culture. The concept of being able to communicate with someone our age in a totally different part of the world yet understand and respect the ideas/struggles of the other person is completely amazing.”,[object Object],--Meg Boost, 9th grade, Colorado Academy, USA,[object Object]
Poetic Dialogue—Falastine Dwikatfrom “A Margin for a Nomad”,[object Object],I am not a hero,[object Object],It’s meaningless to stand alone,[object Object],When all the stories collapse,[object Object],What’s our life without a story?,[object Object],What would I say to my epithets?,[object Object],Doctrines can’t give us love,[object Object],Only principles can.,[object Object],…,[object Object],Nomads we will always be,[object Object],Living in words,[object Object],With nothing living inside of us,[object Object],Nothing within,[object Object],And our search will go on,[object Object],Find your words and swords,[object Object],And I’ll be looking for my home,[object Object],A margin, where words can grow.,[object Object]
Student Poem, written in response to the poetry of Falastine Dwikat,[object Object]
Student-Produced Media and Online Dialogue“It Was,” by Megan Cronin (11th grade)“The Dark Side of Hope,” by Frankie Frank (11th grade)St. Mary’s Academy, Denver, USARJI and Taking IT Global“Seeing two worlds come together because of poetry and writing opened my eyes to the beauty of diversity and the importance of communication.  My writing has become less about me and more about the world around me.  I’ve learned that writing is a testament to the events and people we encounter.”–Frankie Frank, 11th grade, St. Mary’s Academy,[object Object]
Program Part 3: Live Video Conferences,[object Object],Students from the U.S. and Nablus discuss their lives and experiences through e-technologies,[object Object]
“One of my favorite parts of RJI is when I participate in the video conferences with other students from abroad.  I usually think that the experience will repeat itself, but every time is a new experience by itself, with new students, new points of view, and for sure, something new to learn and to teach.”,[object Object],Beesan Ramadan, An Najah University student, Nablus,[object Object]
 “The videoconference was among the most powerful  pedagogical experiences I have ever had.  Students reflected that their realtime interaction with Palestinians made the conflict come to life in a very real way that was unlike the readings, videos, articles, and websites they had used to study the conflicts.”  ,[object Object],Holly Arida, Teacher/Global Studies Director, Cranbrook School, USA,[object Object]
“RJI is catalyzing a qualitative leap forward in the ability of American students to explore earnestly, think critically and engage their counterparts in the most politically controversial location on earth. The tools we utilize today will be reflected in the world they build tomorrow. Change is not only possible, it is happening.” ,[object Object],Mark Turner, RJI Founder and International Director,[object Object]
RJI strives to develop global educational frameworks and methodologies which foster…,[object Object],a culture of questioning and dialogue, developing comfort with discomfort and difficult dialogue,[object Object],a willingness to humanize conflict, honoring others’   views and seeing the world pluralistically,[object Object],internal and primary source exploration, not external/observational education or mimicry,[object Object],experiential education—project-based learning where DVC and related projects aren’t “dessert” but are at     the heart of students’ explorations,[object Object]
RJI strives to develop global educational frameworks and methodologies which foster…,[object Object],inquiry-based critical thinking, geared toward solution building, collaboration and 21st Century leadership skills,[object Object],student-directed explorations and self expression, which improve creativity and student engagement,[object Object],guided, interactive discussions and assignments online, under the control of the teacher, to ensure substantive and authentic educational experiences, not just “cyber-flirting”,[object Object]
    “Ours is a world of 24-hour news cycles, global markets, and high-speed Internet. We need to look no further than our morning paper to see that our future, and the future of our children, is inextricably linked to the complex challenges of the global community.  And for our children to be prepared to take their place in that world and rise to those challenges, they must first understand it.” ,[object Object],    U.S. Secretary of Education Roderick Paige,[object Object]
Jennifer D. KleinDirector of Educational DevelopmentJennifer@ResearchJournalismInitiative.netwww.ResearchJournalismInitiative.netand click on Resources for Teachersfind more Teacher Resources at http://rji.tiged.org/teacherforum,[object Object]

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Rji 2010

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Hinweis der Redaktion

  1. Our students must emerge from schools college-ready and globally competent, prepared to compete, connect, and cooperate with their generation around the world. Parents, teachers, policymakers, and business leaders have begun to respond to this reality and are seeking to redesign education to focus on learning for the 21st century. However, the U.S. education system has not yet created an environment to prepare every student for the globalized world. To move international education from the margins to the mainstream, we must work together to ensure an environment of excellence and equity in a global era.