Building empathy through a comparative study of popular cultures in Caracas, Venezuela, and Albany, United States

Author(s): José L. Jiménez, Ilka Kressner

Year of publication: 2021

Keywords: Collaborative online international learning (COIL), Popular culture, Empathy, Transcultural understanding, Multimedia projects

Methodology/Sample: Collaborative Online International Learning/58 students

Reference: Jiménez, J. L., & Kressner, I. (2021). Building empathy through a comparative study of popular cultures in Caracas, Venezuela, and Albany, United States. Virtual exchange: towards digital equity in internationalisation, 113-127. https://files.eric.ed.gov/fulltext/ED615964.pdf

Abstract

During our six-week Collaborative Online International Learning (COIL) module (Oct.-Nov. 2019), 58 students jointly developed task-based projects on expressions of popular culture in Albany (USA) and Caracas (Venezuela). In teams of seven to eight participants, learners from both countries reflected on variations of popular culture through assignments to be resolved in teams that included summaries and critical assessments of readings, contextualization of theoretical concepts, the drafting of a joint video script, and finally creation of a ten-minute video that focused on popular expressions in both cities. All learners were native, fluent, or near-native speakers of Spanish. We experienced the topic of popular culture to be exceptionally well poised to help students engage with each other from the beginning, represent everyday realities and build empathy and transcultural understanding through written reflections and joint creative final projects in the form of documentaries that included slices of life from the two different realities. The small-scale, everyday popular cultural productions allowed for a connection beyond cultural divides, helped students discover novel terrain within their own contexts, and vice versa, find common ground in the new context, thus fostering empathy toward transcultural awareness and equitable collaboration. In their exchange students actively created a shared ‘third’ culture of collaboration.

> Summary

  • The paper discusses a COIL project focusing on popular culture and media between students in Albany and Caracas.
  • It emphasizes developing empathy and challenging stereotypes through collaborative learning experiences.
  • The project involved creating a ten-minute documentary video reflecting cultural practices.
  • The authors aim to extend international education benefits beyond their classes.
  • The research highlights the importance of technology in facilitating virtual exchanges.
  • The study is part of ongoing COIL collaborations during the COVID-19 pandemic.
  • The paper was published on August 16, 2021, under DOI 10.14705/rpnet.2021.53.1294.

> Problem statement

  • Cross-cultural communication faces obstacles due to differing cultural backgrounds, leading to potential disagreements and disputes.
  • Venezuelan learners endure violence, human rights violations, and a deteriorated educational system, impacting their engagement in virtual exchanges.
  • Internet connectivity issues and power outages hinder synchronous meetings, complicating group activities.
  • The socio-political crisis in Venezuela exacerbates challenges for students participating in international educational exchanges.
  • The need for cultural empathy is emphasized to facilitate effective cross-cultural interactions.
  • The paper highlights the importance of understanding socio-cultural contexts in educational collaborations.
  • The study aims to build empathy through comparative cultural analysis, addressing stereotypes and cultural understanding.

> Methods used

  • The COIL methodology was adopted by two classes for a shared module on popular culture and contemporary media.
  • Students collaborated on task-based projects, forming teams of seven to eight participants.
  • The curriculum emphasized transformative learning, focusing on experiential and collaborative methods.
  • Activities included readings, video viewings, and lectures by cultural theorists.
  • Students created joint video projects exploring popular culture in their cities.
  • The module was structured in four phases: preparation, engagement, reflection, and results.
  • Assignments involved collaborative writing tasks and discussions on cultural expressions.
  • A final questionnaire assessed students’ critical reassessment of their multicultural experiences.
  • The abstract highlights building empathy through comparative studies of popular cultures.

> Practical implications

  • The paper emphasizes building empathy and transcultural understanding through collaborative projects in virtual exchanges.
  • It highlights the importance of addressing socio-political challenges faced by Venezuelan learners.
  • The implementation of evaluative measures aims to enhance qualitative and quantitative data collection.
  • New communication technologies are identified as essential for facilitating knowledge exchange in virtual learning environments.
  • The study encourages critical thinking and professional ethics among students in multicultural contexts.
  • The findings suggest that popular culture can serve as a tool for discovering common ground across different contexts.
  • The abstract indicates a focus on empathy through comparative studies of popular cultures.

Read More | No Comments

Comments are closed, but trackbacks and pingbacks are open.