International E-Journal of Advances in Education

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The study contributes to the under-explored topic of international
alumni and their professional activities back in the home countries, and
especially the impact such activities may have on the alumni’s communities. The
study is based on interviews with six Pakistani Fulbright alumni, three males
and three females, who had graduated from art and design institutes in the U.S.
in the last seven years; the alumni discuss the influence of their U.S.A.  experience on their teaching and involvement
in the community. The interviews sought the answers to the following two
questions: 1. What was the impact of the Fulbright program on the alumni’s
teaching? and 2. What were the alumni’s perceptions, informed by their
Fulbright period, of the cross-national humanistic influence of art on human
relations? The questions were informed by the recently acknowledged fact that
art practice is an effective means of reaching out across groups of society.
Educators’ experience confirms that art helps students to interact with peers
of different social backgrounds; practicing art allows students to communicate
more deeply and has a harmonizing effect for all the participants. It was
hypothesized that Fulbright experience may trigger off changes in the alumni’s
pedagogy towards a more student-oriented approach; it was also hypothesized
that Fulbright alumni may see more clearly the link between student-oriented
teaching and humanistic relations in society, especially between the less
privileged and more privileged groups of population.  The results of the study included the
following. All six interviewees pointed out that the Fulbright program had a
positive impact on their teaching and academic experiences. Specifically, it
enabled them to move from lecturing to more interactive student-centered
teaching styles. Examples included taking students out of the classroom into
real-life settings, giving more value to a “relational, interactive and
collaborative space” rather than just a “speculative one,” and practicing
inclusive pedagogy (teaching autistic and deaf students). Likewise, all six
interviewees indicated that there is a link between their innovative pedagogy
and broader humanistic projects which they have launched since their return to
Pakistan. The study concluded that when interacting with domestic students, the
Fulbright graduates were transferring the skills they received abroad, thus
becoming informal ambassadors of new ideas and practices. In this respect,
Fulbright graduates have potential to influence Pakistan’s academic and
cultural development; therefore, it is important to establish closer contacts
with them, as well as maintain these links for extended time.