Hellstén / Reid Researching International Pedagogies

Sustainable Practice for Teaching and Learning in Higher Education
1. Auflage 2008
ISBN: 978-1-4020-8858-2
Verlag: Springer Netherland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 316 Seiten, Web PDF

Reihe: Education (R0)

In our rapidly globalizing world students are able to access learning through mobility, through computer mediated experiences, and through the diverse perspectives of their peers and teachers. All of these components impact on the ways in which universities and their staff prepare and present courses for their students. This book presents an edited selection of chapters compiled under the theme of ‘new international pedagogies’. The objective is to document current pedagogical frameworks and practices in the teaching and learning context of international education. It showcases innovative teaching and learning methods, methodological frameworks and novel pedagogies that contribute to improving the effectiveness of teaching and learning in international settings and diverse student groups. The collection of seventeen chapters offers new debate on applied critical educational thought, innovation in teaching and learning, and culturally sensitive and inclusive curriculum practices across a broad disciplinary spectrum. Of central interest is the production of teaching and learning examples that provide evidence for implementing progress and advancement in the field. The book aims to stimulate further debate, research and application in the field of international pedagogies.

Zielgruppe

Research

Autoren/Hrsg.

Hellstén, Meeri

Reid, Anna

Inhaltsverzeichnis

Curriculum Innovation.- Researching International Pedagogies.- Internationalisation, Globalisation and Curriculum Innovation.- Evaluating the Internationalised Curriculum.- Close Encounters of the Cultural Kind.- Teaching and Learning Experiences.- International Pedagogical Structures.- Researching International Pedagogy and the Forming of New Academic Identities.- International Education as Intercultural Learning.- Study at Home After Study Abroad.- Exploring Fieldwork for Study Abroad Sojourners.- Language as a Medium of Cultural Exchange.- Language and Learning in the Master of Accounting at Macquarie University.- Pedagogical Change and Its Evaluation.- Pedagogy as Dialogic Relationship.- Information and Computer Technologies for Supporting International Pedagogies.- Designing Learning Communities in the Twenty-First Century.- Online Close and Personal.- Creating Conditions for Intercultural and International Learning and Teaching.- Opening Students' Minds.- Design of Dialogic Quality in e-Learning.- The Future of Research in International Pedagogies.

Leseproben

Cultural studies of education often address issues of identity. Such studies foreground participants’ voices, capturing their ambiguity and open-endedness. However, these studies are not without problems. Chow (1998, p. 57) argues that such theorising downplays ‘issues of structural control … that underlie the subject’s relation with the collective. … (mis-)leading us to think that the force of structure itself is a thing of the past.’ This has led to the neglect of the structuring of admittance, overlooking the role of university management in structuring efforts to internationalise pedagogies through discourse, organisational relations and material-economic conditions (Kemmis, 2005). The problems of forming a community of scholars through the admittance of international students are linked to the articulation of commonalities, consensus and collective judgments about varying dimensions of knowledge. Community formation requires an understanding of who is and who is not admitted to a community, and whose knowledge, knowledge networks and knowledge-producing capabilities are and are not part of its communications.

Chow (1998, pp. 56–58) identifies three related but differing orientations to managing admittance relevant to internationalising pedagogical structures. First, admittance operates ‘in the most physical sense of letting enter, as when we say we are admitted to … a school, a country’ (Chow, 1998, p. 56). Admission to universities is governed by hierarchically ordered academic requirements and financially mediated divisions. International students are admitted in a material sense, being allowed to enter another country and designated universities. English language tests, academic certification, financial surety, police checks, health reports, and visa classifications govern their admissions, with variations affected by the world’s geopolitical economy.

Second, admittance exists ‘in the sense of a confession. … Insofar as confession is an act of repentance, a surrender of oneself in reconciliation with the rules of society, it is also related to community’ (Chow, 1998, p. 57). Accordingly, admittance sees international students confess their crimes against the academy and repent. For example, they have to admit to the inappropriateness of the culturally ingrained strategies they have learned for composing essays. They do their penance through remedial classes in academic writing and reconcile themselves with Western academic conventions (Prescott &, Hellstén, 2005, p. 78).

Chow (1998, p. 57) offers a third important connotation of admittance which has to do with ‘recognition and acknowledgement.’ Admittance in this sense involves permission to enter through processes of validation. Being permitted to enter a community of scholars involves being recognised as having knowledge which has ‘a similar kind of value as that which is possessed by the admitting community’ (Chow, 1998, p. 57). Admittance in this sense is not a simple matter of paying for the right of entry, but ‘validation and acknowledgement must also be present for admittance to be complete’ (Chow, 1998, p. 58). Following Bourdieu (1984, pp. 319–328) it might be argued that the degree of educational capital that these students can accumulate is founded on efforts to close the gap between recognition and knowledge. In this sense of admittance, internationalising pedagogical structures is connected with cognition and the validation of their claims to double knowing.