Teaching in internationalised higher education set
Internationalisation has been a disruptive presence in higher education for the past few decades. While definitions of internationalisation are contested and contextual, it is commonly reflected as approaches towards infusing international and intercultural elements across the range of services within a university. In teaching settings, this may include developing curricula which focus on international knowledge and topics or designing pedagogies that centre intercultural learning and interaction. This is further influenced by rising numbers of international students, whereby classrooms in many countries have become more culturally diverse. This collection brings together papers which critically reflect on theoretical and practical considerations for teaching in internationalised higher education settings. While internationalisation is often constructed as a common good that contributes to students’ learning, there are a number of critical considerations for practice in such settings in higher education addressed across these articles. The first two articles by Harrison (2015) and Lomer & Mittelmeier (2020) are literature reviews about internationalisation research, developing an overview of the current state of research on this topic and its limitations. The next set of articles (Johansen & Tkachenko, 2019; Ryan & Viete, 2009; Ippolito, 2007; Bond, 2019; Madriaga & McCaig, 2022; Gyamera & Burke, 2018) focus on critical considerations for classroom engagements, considering how individual students’ identities, intercultural relations between students, and institutional geopolitical contexts impact experiences under internationalisation. The final set of articles (Dunworth et al., 2021; Matheson & Sutcliffe, 2017; Aktaş, 2020; Lomer & Anthony-Okeke, 2019; Rasi et al., 2015; Henderson, 2013; Menon et al., 2021) focuses on practical teaching (re-)designs which purposefully centre internationalisation in critical and ethical ways.
Edited by
Dr Jenna Mittelmeier(Manchester Institute of Education, University of Manchester, UK)
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