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From: Marc Aronson <aronson.marc_at_gmail.com>
Date: Fri, 15 Aug 2014 11:01:17 -0400
Rather than see the question as aesthetics versus authenticity, I suggest we shift the question to single or multiple. That is, if we offer students materials in clusters, we can use a lively, well-illustrated, if in places fanciful book paired with, say, a Youtube of street life in Cairo today -- and ask students whether they see camels amid the traffic? Or, if a book on their hometown written for kids in Egypt should show a wagon train riding along next to the fast food places. Rather than demanding any source to be perfect we should offer multiple sources that provide ways for students to investigate, compare, contrast, and build knowledge. It is then up to us to select clusters of materials that provide the opportunity for inquiry and debate.
Marc Aronson
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Received on Fri 15 Aug 2014 10:01:46 AM CDT
Date: Fri, 15 Aug 2014 11:01:17 -0400
Rather than see the question as aesthetics versus authenticity, I suggest we shift the question to single or multiple. That is, if we offer students materials in clusters, we can use a lively, well-illustrated, if in places fanciful book paired with, say, a Youtube of street life in Cairo today -- and ask students whether they see camels amid the traffic? Or, if a book on their hometown written for kids in Egypt should show a wagon train riding along next to the fast food places. Rather than demanding any source to be perfect we should offer multiple sources that provide ways for students to investigate, compare, contrast, and build knowledge. It is then up to us to select clusters of materials that provide the opportunity for inquiry and debate.
Marc Aronson
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Received on Fri 15 Aug 2014 10:01:46 AM CDT
