Academic Migration, Discipline Knowledge and Pedagogical by Colina Mason, Felicity Rawlings-Sanaei

By Colina Mason, Felicity Rawlings-Sanaei

This quantity makes a particular and cutting edge contribution to the globalisation of upper schooling literature by way of highlighting the myriad advantages of educational migration. 16 educational migrants around the Asia-Pacific area ponder their reports and knowledge received throughout geographical, cultural and disciplinary domain names. every one offers an genuine account of the way within which their reviews and insights have benefited their host associations and more advantageous their pedagogical perform. The groundbreaking quantity demands a shift in educational tradition – one within which educational migrants are revered for his or her cultural, social and highbrow assets, their more suitable interpretive skill and their ability to view the realm via a number of lenses. Are those now not the features of educators which universities search of their efforts to internationalise their associations and enhance of their scholars an realizing of world citizenship? the amount forges new territory in articulating the connection among educational migrants, conceptual knowing and the development of knowledge.

The following subject matters are addressed during this publication:

  • Migration of principles, Conceptual realizing and Pedagogical Enrichment
  • Indigenous Pedagogies and Bridging Worldviews
  • Changing educational Identities and Reshaping Pedagogies
  • Teaching perform and the tutorial Diaspora.

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She sets forth the philosophical precept of ‘cultural democracy’ which requires teachers to acknowledge and value students’ cultural backgrounds; how they think, learn and communicate with each other. For Ocean Rīpeka Mercier, a Māori from the Ngāti Porou tribe on the East Coast of Aotearoa/New Zealand (author of Chap. 6), the building of bridges involves a ‘managed crossing’. Rīpeka Mercier navigates the disciplinary interface between Physics and Māori Studies from a Māori perspective. She explains how ‘unhomeliness’ experienced through the hazardous negotiation of new cultural spaces has given her ‘positional flexibility’ (Ang 2009, p.

2001). Globalization. Durham/London: Duke University Press. , & Page, S. (2009). ‘You do it from your core’: Priorities, perceptions and practices of research among indigenous academics in Australian and New Zealand universities. In A. Brew & L. ), Academic research and researchers. Maidenhead: Open University Press/McGraw Hill. Bahá’u’lláh. (1988). Tablets of Bahá’u’lláh. Wilmette: Bahá’í Publishing Trust. 1 Introduction: Where is the Narrative around Academic Migration? , & Meek, V. L. (2013).

And the others more or less agreed, slightly puzzled about what I was driving at. I then tried a different approach and asked them to discuss the teaching styles of their lecturers. How many readings did they give? How did they check whether students had actually done them? What lecturing style did they have? Socratic, straight teaching, how much technology did they use and offer? How did they use Blackboard? How did they communicate with students? 4 The lecturers differed in age and therefore their use of new computer systems or media seemed mostly to reflect their ability and willingness to adapt to the new technologies.

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