Abstract
This presentation will present the interim findings from a literature review of different approaches to internationalisation at tertiary level, based on a research project into the lived experiences of intercultural learning among international students and staff in the UK, in response to the question: How does pedagogical thinking shape current internationalisation practice at tertiary level?
| Original language | English |
|---|---|
| Publication status | Published - 18 Jun 2013 |
| Externally published | Yes |
| Event | Intercultural Education and Counselling in a Global World - Verona, Italy Duration: 15 Apr 2013 → 18 Apr 2013 |
Conference
| Conference | Intercultural Education and Counselling in a Global World |
|---|---|
| Period | 15/04/13 → 18/04/13 |
Bibliographical note
Impact: This presentation marks the initiation of an ongoing, longitudinal study in intercultural learning among UK national and international students and teachers. It raises awareness of the lack of pedagogical underpinnings in the discussion on internationalisation and shows how 'resourceful' pedagogical approaches to intercultural learning can be developed in practice. It raises further questions to be pursued in subsequent research activities (Perselli and Moehrke) e.g.:-In what ways can students be empowered to act as active agents of their own learning in diverse contexts?
-How can educators ensure that they foster socially just learning environments through their teaching, especially when the provision of education is firmly rooted in capitalist settings?
-How can formal and informal curricula be intertwined to foster inclusive learning within and beyond the classroom, without ÔÇ£forcingÔÇØ students to interact?
Organising Body: International Association for Intercultural Education
Keywords
- English language and literature