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Title: Creating Conditions for Intercultural and International Learning and Teaching
Contributor(s): Gesche, Astrid (author); Makeham, Paul (author)
Publication Date: 2008
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Abstract: As tertiary institutions embrace broader conceptions of what it means to be "international", there emerges a clearer imperative to deploy strategic approaches that address cultural diversity in higher education. However, few concrete examples exist to inform effective curriculum (re)development and delivery. Of special importance in this context are the pedagogical practices that can facilitate the development of intercultural and international proficiencies in students and equip graduates with skills sufficient to operate in a global and increasingly complex world. This chapter presents the findings of a two-year project on "Internationalizing the Curriculum" at one of Australia's largest universities. One of the project's key outcomes presented here is a set of pedagogical principles structured around three interdependent categories, namely: (1) cognitive; (2) affective; and (3) operational. Their integration into practice was foundational in moving students along a transformative path towards intercultural competencies.
Publication Type: Book Chapter
Source of Publication: Researching International Pedagogies: Sustainable Practice for Teaching and Learning in Higher Education, p. 241-258
Publisher: Springer
Place of Publication: London, United Kingdom
ISBN: 9781402088575
Field of Research (FOR): 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl Maori)
200209 Multicultural, Intercultural and Cross-cultural Studies
130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Outcome Codes: 930201 Pedagogy
950201 Communication Across Languages and Culture
HERDC Category Description: B1 Chapter in a Scholarly Book
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