Abstract
This chapter attempts to contribute to the understandings of the internationalization of higher education and the broadening of internationalization paradigms through an exploration of an intercultural dialogue (ICD) framework for transnational teaching and learning. The author highlights a shift from a traditional cross-cultural perspective which emphasizes stereotyped differences between cultures to an intercultural dialogue perspective which acknowledges dynamic interactions between hybrid cultural forces. It examines challenges for transnational higher education and discusses the underpinning theories and five key components of the ICD framework: understanding of learners and contexts, culturally sensitive pedagogy, contextualized curriculum, context-specific assessment, and supportive learning environment. The author's lived experience with transnational education is introduced as a case study against which the ICD framework for transnational teaching and learning is applied. The implications for transnational higher education and curricular and pedagogical issues are also discussed.
| Original language | English |
|---|---|
| Title of host publication | Campus support services, programs, and policies for international students |
| Editors | Bista, Krishna, Foster, Charlotte |
| Place of Publication | USA |
| Publisher | Information Science Reference |
| Pages | 223-242 |
| Number of pages | 20 |
| Edition | 1 |
| ISBN (Electronic) | 9781466697539 |
| ISBN (Print) | 1466697520, 9781466697522 |
| DOIs | |
| Publication status | Published - 1 Jan 2016 |
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Intercultural dialogue framework for transnational teaching and learning. / WANG, Ting.
Campus support services, programs, and policies for international students. ed. / Bista; Krishna; Foster; Charlotte. 1. ed. USA : Information Science Reference, 2016. p. 223-242.Research output: A Conference proceeding or a Chapter in Book › Chapter
TY - CHAP
T1 - Intercultural dialogue framework for transnational teaching and learning
AU - WANG, Ting
PY - 2016/1/1
Y1 - 2016/1/1
N2 - This chapter attempts to contribute to the understandings of the internationalization of higher education and the broadening of internationalization paradigms through an exploration of an intercultural dialogue (ICD) framework for transnational teaching and learning. The author highlights a shift from a traditional cross-cultural perspective which emphasizes stereotyped differences between cultures to an intercultural dialogue perspective which acknowledges dynamic interactions between hybrid cultural forces. It examines challenges for transnational higher education and discusses the underpinning theories and five key components of the ICD framework: understanding of learners and contexts, culturally sensitive pedagogy, contextualized curriculum, context-specific assessment, and supportive learning environment. The author's lived experience with transnational education is introduced as a case study against which the ICD framework for transnational teaching and learning is applied. The implications for transnational higher education and curricular and pedagogical issues are also discussed.
AB - This chapter attempts to contribute to the understandings of the internationalization of higher education and the broadening of internationalization paradigms through an exploration of an intercultural dialogue (ICD) framework for transnational teaching and learning. The author highlights a shift from a traditional cross-cultural perspective which emphasizes stereotyped differences between cultures to an intercultural dialogue perspective which acknowledges dynamic interactions between hybrid cultural forces. It examines challenges for transnational higher education and discusses the underpinning theories and five key components of the ICD framework: understanding of learners and contexts, culturally sensitive pedagogy, contextualized curriculum, context-specific assessment, and supportive learning environment. The author's lived experience with transnational education is introduced as a case study against which the ICD framework for transnational teaching and learning is applied. The implications for transnational higher education and curricular and pedagogical issues are also discussed.
KW - intercultural dialogue
KW - transnational education
KW - culturally responsive pedagogy
UR - http://www.scopus.com/inward/record.url?scp=84982899092&partnerID=8YFLogxK
U2 - 10.4018/978-1-4666-9752-2.ch012
DO - 10.4018/978-1-4666-9752-2.ch012
M3 - Chapter
SN - 1466697520
SN - 9781466697522
SP - 223
EP - 242
BT - Campus support services, programs, and policies for international students
A2 - Bista, null
A2 - Krishna, null
A2 - Foster, null
A2 - Charlotte, null
PB - Information Science Reference
CY - USA
ER -