International Forensics Collaborations in Debate as a Tool for Empowerment Advancing Global Learning, Cultural Understanding and Critical Dialogue
- *Corresponding Author:
- Joyce Pittman
Department of Educational Leadership and Management
Drexel University, Philadelphia, USA
E-mail: [email protected]
Received Date: August 24, 2013; Accepted Date: August 27, 2013; Published Date: August 30, 2013
Citation: Newby KA, Pittman J (2013) International Forensics Collaborations in Debate as a Tool for Empowerment Advancing Global Learning, Cultural Understanding and Critical Dialogue. J Tourism Hospit 2:e128. doi: 10.4172/2167-0269.1000e128
Copyright: © 2013 Newby KA, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
In previous JTH articles, Dr. Joyce Pittman′s  conversations were centered around understanding different dimensions of educational tourism and their relationship to building social capital, advancing global learning in higher education, and utilizing technological advances to close the education and digital divides, especially in third world regimes.?This article advances dialogue from identifying the issues that plague those in the third world to exploring potential solutions to empower them. International forensics, specifically parliamentary debate, has emerged as a new potential tool in the conversation about global learning, cultural exchange, and closing the educational divide.
This editorial collaborative article supports the ongoing argument that educational tourism is essential to establish and sustain global education and understanding.?The collaborative researcher, Kenneth Newby, an accomplished lawyer, national championship debate coach, and emerging scholar, traveled to Cameroon to share his knowledge of argumentation and debate. Internationalism recently emerged in his pedagogy as central to his work concerning the importance of debate in bridging differences worldwide no matter what the subject - the rules of engagement for critical dialogue remain the same.
The retrospective case study methodology employed here involves a narrative discussion of an educational tourism forensics project in Cameroon a bilingual, developing nation still feeling the effects of French colonialism.?The weeklong seminar series, composed of lectures, drills, and practice exercises, was designed to teach young African scholars how to improve their critical thinking, presentation and argumentation skills. The researcher takes us on a journey with him that shows how he, along with other scholars, were able to successfully bring global learning and collaboration to an international university campus through human voices without using modern technological resources.?In conclusion, the forefront of making this project a success was not technology, but face-to-face interaction that allowed new global voices to emerge and inspire a people.