Critical pedagogy, internationalisation, and a third space

cultural tensions revealed in students’ discourse

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

Set within the context of a global pursuit towards the internationalisation of higher education, this paper critically examines student discourse in a globally connected classroom between learners in the USA and Singapore. It makes salient some of the cultural assumptions and tensions that undergird students’ discourse in collaborative international exchanges. We argue that technological innovation can enhance campus internationalisation efforts by providing opportunities for groups of students to intersect and interact across cultures. Such opportunities for social connection can bring about a transformative third space wherein domestic students and their international peers can engage in meaningful and productive dialogic exchanges. However, as this analysis suggests, the mere opportunity for connection will not necessarily manifest outcomes consistent with ideals of internationalisation and may instead result in superficial exchanges and reified stereotypes. Specifically, findings from this study demonstrate several tensions in US students’ discourse, revealing ways in which they simultaneously reject and represent American identity, challenge and reify national stereotypes, and pursue open-mindedness while maintaining ‘strong convictions'. Finally, as a practical application of findings, we suggest training students to self-reflect through critical examination of their own and others’ discourse as a means for pushing beyond the superficial towards genuine cultural learning.

Original languageEnglish (US)
Pages (from-to)1-17
Number of pages17
JournalJournal of Multilingual and Multicultural Development
DOIs
StateAccepted/In press - Jan 26 2016

Fingerprint

internationalization
discourse
student
national stereotype
technical innovation
international relations
Singapore
stereotype
classroom
examination
learning
education
Group

Keywords

  • critical discourse analysis
  • critical pedagogy
  • Dialectics
  • global classroom
  • identity
  • internationalisation

ASJC Scopus subject areas

  • Linguistics and Language
  • Education
  • Cultural Studies

Cite this

@article{622c811a9edc40aeac70c50ac1092e20,
title = "Critical pedagogy, internationalisation, and a third space: cultural tensions revealed in students’ discourse",
abstract = "Set within the context of a global pursuit towards the internationalisation of higher education, this paper critically examines student discourse in a globally connected classroom between learners in the USA and Singapore. It makes salient some of the cultural assumptions and tensions that undergird students’ discourse in collaborative international exchanges. We argue that technological innovation can enhance campus internationalisation efforts by providing opportunities for groups of students to intersect and interact across cultures. Such opportunities for social connection can bring about a transformative third space wherein domestic students and their international peers can engage in meaningful and productive dialogic exchanges. However, as this analysis suggests, the mere opportunity for connection will not necessarily manifest outcomes consistent with ideals of internationalisation and may instead result in superficial exchanges and reified stereotypes. Specifically, findings from this study demonstrate several tensions in US students’ discourse, revealing ways in which they simultaneously reject and represent American identity, challenge and reify national stereotypes, and pursue open-mindedness while maintaining ‘strong convictions'. Finally, as a practical application of findings, we suggest training students to self-reflect through critical examination of their own and others’ discourse as a means for pushing beyond the superficial towards genuine cultural learning.",
keywords = "critical discourse analysis, critical pedagogy, Dialectics, global classroom, identity, internationalisation",
author = "Pitts, {Margaret J} and Brooks, {Catherine F}",
year = "2016",
month = "1",
day = "26",
doi = "10.1080/01434632.2015.1134553",
language = "English (US)",
pages = "1--17",
journal = "Journal of Multilingual and Multicultural Development",
issn = "0143-4632",
publisher = "Routledge",

}

TY - JOUR

T1 - Critical pedagogy, internationalisation, and a third space

T2 - cultural tensions revealed in students’ discourse

AU - Pitts, Margaret J

AU - Brooks, Catherine F

PY - 2016/1/26

Y1 - 2016/1/26

N2 - Set within the context of a global pursuit towards the internationalisation of higher education, this paper critically examines student discourse in a globally connected classroom between learners in the USA and Singapore. It makes salient some of the cultural assumptions and tensions that undergird students’ discourse in collaborative international exchanges. We argue that technological innovation can enhance campus internationalisation efforts by providing opportunities for groups of students to intersect and interact across cultures. Such opportunities for social connection can bring about a transformative third space wherein domestic students and their international peers can engage in meaningful and productive dialogic exchanges. However, as this analysis suggests, the mere opportunity for connection will not necessarily manifest outcomes consistent with ideals of internationalisation and may instead result in superficial exchanges and reified stereotypes. Specifically, findings from this study demonstrate several tensions in US students’ discourse, revealing ways in which they simultaneously reject and represent American identity, challenge and reify national stereotypes, and pursue open-mindedness while maintaining ‘strong convictions'. Finally, as a practical application of findings, we suggest training students to self-reflect through critical examination of their own and others’ discourse as a means for pushing beyond the superficial towards genuine cultural learning.

AB - Set within the context of a global pursuit towards the internationalisation of higher education, this paper critically examines student discourse in a globally connected classroom between learners in the USA and Singapore. It makes salient some of the cultural assumptions and tensions that undergird students’ discourse in collaborative international exchanges. We argue that technological innovation can enhance campus internationalisation efforts by providing opportunities for groups of students to intersect and interact across cultures. Such opportunities for social connection can bring about a transformative third space wherein domestic students and their international peers can engage in meaningful and productive dialogic exchanges. However, as this analysis suggests, the mere opportunity for connection will not necessarily manifest outcomes consistent with ideals of internationalisation and may instead result in superficial exchanges and reified stereotypes. Specifically, findings from this study demonstrate several tensions in US students’ discourse, revealing ways in which they simultaneously reject and represent American identity, challenge and reify national stereotypes, and pursue open-mindedness while maintaining ‘strong convictions'. Finally, as a practical application of findings, we suggest training students to self-reflect through critical examination of their own and others’ discourse as a means for pushing beyond the superficial towards genuine cultural learning.

KW - critical discourse analysis

KW - critical pedagogy

KW - Dialectics

KW - global classroom

KW - identity

KW - internationalisation

UR - http://www.scopus.com/inward/record.url?scp=84958535964&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84958535964&partnerID=8YFLogxK

U2 - 10.1080/01434632.2015.1134553

DO - 10.1080/01434632.2015.1134553

M3 - Article

SP - 1

EP - 17

JO - Journal of Multilingual and Multicultural Development

JF - Journal of Multilingual and Multicultural Development

SN - 0143-4632

ER -