Intercultural and Co-cultural Experiences: Ireland

{source}
<?php
/**
* This php snippet displays (x) days left to a specific event
*
*
* Change the values for keyMonth, keyDay and keyYear to suit
*
*
* Tested and works with drupal 4.6 and 4.5 and 5.7
*/
$keyMonth = 5;
$keyDay = 15;
$keyYear = 2014;
$month = date(F);
$mon = date(n);
$day = date(j);
$year = date(Y);
$hours_left = (mktime(0,0,0,$keyMonth,$keyDay,$keyYear) - time())/3600;
$daysLeft = ceil($hours_left/24);
$z = (string)$daysLeft;
if ($z > 1) {
print "<h2><font color='red'>There are ";
print $z;
print " days left until departure for Ireland.</font></h2>";
}
?>
{/source}

The emphasis on cultural diversity and international education is considered a valuable addition to a well-rounded education in the United States. Many employers place positive values on international experiences.  This course provides EIU students  with an international experience that will provide the opportunity to stand out from the crowd. The program provides a “hands-on” experience in a culture other than our own. 

To be successful in this course you need to do some preparation.  The more effort you put into getting ready for the field trip, the greater the learning and the more positive the experience.  The courses you can select from have been designed to meet the general requirements for courses at the University and take advantage of the unique experience of Ireland.  So, lets, begin.  

In order to ensure that we have a basic area of common understanding, we recommend that you review the following modules and complete the listed readings.  

Required Modules

  • Irish Culture, Geography and Traditions (basic understanding of Ireland and what you will be experiencing)
  • Irish History (need to understand the Irish history in order to understand Irish culture and may of things you will be viewing. 
  • Ethnography (This is the primary method used in research projects for all classes)

Recommended Reading

Williams, T. R. (2005).  The impact of study abroad on students’ intercultural communication sensitivity.  Journal of Studies in International Education, 9, 356.

Phillipsen, G. (1992). Place and Personae in Teamserville speaking. Speaking Culturally: Explorations in Social Communication.  SUNY Press, Albany, NY. 

Phillipsen, G. (1992).  “Communication” as a Nacirema way of speaking. Speaking Culturally: Explorations in Social Communication.  SUNY Press, Albany, NY. 

Gertz, C. (1973).  Thick description:  Toward an interpretive theory of culture.  The Interpretation of Cultures: Selected Essays.  Basic Books.

You will select from two of four courses (with a possible fifth option)

Course Information 

Travel Information

 

Intercultural and Co-cultural Experiences:  Ireland

The emphasis on cultural diversity and international education is considered a valuable addition to a well-rounded education in the United States. Many employers place positive values on international experiences.  This course provides VSU students an opportunity for an international experience that will provide the opportunity to stand out from the crowd. The program provides a “hands-on” experience in a culture other than our own.

Join us as we go travel to Waterford Ireland as our home base for the program.  We will experience the best that the South of Ireland has to offer from the Rock of Cashel, Blarney Castle, HollyCross Abbey, to Jameson's Distillery.  We will take day trips to Dublin, Cobh, Cork, Ardmore, and Wexford.  We will experience not only the large city experience, but also that of the small town.  Join us for this rich trans-Atlantic eye opening Intercultural Experience.  You’ll never be the same.

1. What to expect: reading, viewing, and assessments

  • Time commitment (total - approximately 3 hrs)
    • Video Time: 1.25.00
    • Reading Time: 30.00
    • Research Time: 1:00.00
    • Writing Time: 1.00.00
  • You will be expected to read and view multiple videos and websites
  • You will be expected to conduct your own research on various concepts identified in this module and their relationship to mediation and negotiation

2. Learning objectives

By the end of this learning module, you will be able to:

  • Identiy and discuss the most common Irish myths and folklore
  • Identify core Irish myths
  • Identify the process for researching folklore
  • Identify and discuss ethical issues associated with folklore research

3. Assessment

You will be expected to:

  • Discuss the basic structural components of mythology and folklore
  • Create your own mythical story to demonstrate understanding of core principles associated with mythological and folklore stories
  • Complete the description and analysis of an Irish myth or folklore discovered as part of your research during the trip.
  • Utilize conceps of myth and folklore in your journal entries, class and one-on-one discussions, exams, and writing assignments.
  • Be able to discuss your answers to the questions posed in section Five.

4. Myths, Legends, and Folklore

5. Researching Folklore

6. Irish Mythology and Folklore

5. Review

  • What role(s) do myth and folklore play in culture and society?
  • What are the differences between myths and folklore?
  • Describe the five most common Irish myths?
  • What is the basic structure of a myth?
  • How does one go about researching folklore?
  • What are the ethical issues associated with folklore research?
  • What are the basic concepts or issues that myths and folklore attempt to explain?

1. What to expect: reading, viewing, and assessments

  • Time commitment (total - approximately 3.5 hrs)
    • Video Time: 8.37.00
    • Reading Time: 1.30.00
    • Research Time: 1.00.00
    • Writing Time: 1.00.00
  • You will be expected to read and view multiple videos and websites
  • You will be expected to conduct your own research on various concepts identified in this module and their relationship to Irish history

2. Learning objectives

By the end of this learning module, you will be able to:

  • Identify and discuss major turning points in Irish History.
  • Identify the underlying courses of the conflict in Northern Ireland.
  • Explain the underlying courses of the Irish War for Independence and the Troubles.
  • Discuss current events in Northern Ireland and their implications for the ongoing conflict.
  • Identify the role of the Corymella Community.

3. Assessment

  • Complete an exam that includes questions related to Irish History
  • Complete writing assignments for the course.
  • Incorporate Irish History into discusions of conflict and intercultural communication
  • Complete multiple journal entries that demonstrates your knowledge of History as the filed trip visits locations related to Irish history.
  • Utilize knowledge about Irish history in arguments and course dicussions.
  • Utilize knowledge from the module to assist in completing a case study (if enrolled in CMN 3660).
  • Complete the questions posed in section Seven.

4. Irish History

Start here:  History of Ireland - Thumb nail sketches of history

A. Overview

A brief History of Ireland

 

A longer version, and better by the BBC

History of Ireland - Episode 1: The age of Invasions

History of Ireland - Episode 2: Age of Conquest

 

History of Ireland - Epidose 3: Age of Revolution

 

History of Ireland - Episode 4: Age of Union

 

History Of Ireland - Episode 5: Age Of Nations

 

B. General Irish/British History in Northern Ireland

C. Irish War of Independence

War of Independence Part I

 

War of Independence Part II

  

War of Independence Part III

D. The Troubles

Bobby Sands

 Bloody Friday

BBC Documentary on Bloody Friday

 

Bloody Sunday

E. Current Issues

6. Corrymeela Peace and Reconciliation Center

A Corrymella Experience

 

7. Review

  • Identify and describe five major turning points in Irish history?
  • What is the basis of the economy for the Republic of Ireland?
  • What is the basis of the economy for Northern Ireland?
  • Why did Northern Ireland remain part of the United Kingdom when the rest of Ireland formed its own country?
  • What is the Troubles? How did they get started?
  • How many English/Irish conflicts have there been?
  • How was Spain involved Ireland?
  • How did Ireland save Catholic Europe?
  • What is Corymeela?
  • Who are the Celts?
  • What would you describe as the major aspects of Irish culture and traditions?

1. What to expect: reading, viewing, and assessments

  • Time commitment (total - approximately 3.5 hrs)
    • Video Time: 2.37.00
    • Reading Time: 1.30.00
    • Research Time: 1.00.00
    • Writing Time: 1.00.00
  • You will be expected to read and view multiple videos and websites
  • You will be expected to conduct your own research on various concepts identified in this module and their relationship to Irish history

2. Learning objectives

By the end of this learning module, you will be able to:

  • Describe the basics of Irish culture, economy, and geography
  • Identify and describe basic Irish traditions, customs, and etiquette

3. Assessment

  • Complete an exam that includes questions related to Irish culture and traditions
  • Incorporate content in to group and one-on-one discussions, journal entries, and writing assignments.
  • Utilize content in questions and discussions with individuals during the trip.
  • Be able to discuss the questions outlined in section Six.

4. Overview of Ireland

A. Geography and culture (must have Hulu plus)

B. Research Sources                    

C. Travel

D. Economics

5. Irish Culture

6. Review

  • What would you describe as the key components of culture in the Republic of Ireland?
  • Is there such a thing as Irish culture? Take a position and defend.
  • What would you describe as the key components of culture in Northern Ireland?
  • What are the most important customs a visitor should remember when visiting Ireland?
  • What are the most important rules of etiquette visitor to Ireland should remember?