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Higher Education

, Volume 68, Issue 5, pp 637–652 | Cite as

‘World-travelling’: a framework for re-thinking teaching and learning in internationalised higher education

  • Vivienne AndersonEmail author
Article

Abstract

In an era of unprecedented student mobility, increasingly diverse student populations in many national contexts, and globally interconnected environmental and social concerns, there is an urgent need to find new ways of thinking about teaching and learning. Static assumptions about so-called ‘Western’ versus ‘non-Western’ teaching and learning approaches or ‘local’ versus ‘international’ students are inadequate for responding to the complex histories, geographies and identities that meet and mingle in our higher education (HE) institutions. In this paper, I use María Lugones’ ‘world-travelling’ as a framework for discussing international and New Zealand women students’ reflections on teaching, learning and transition in New Zealand HE. I conclude with some suggestions as to what effective pedagogy might look like in internationalised HE if we think beyond culturalist them-and-us assumptions and recognise students’ complexity.

Keywords

Higher education Internationalisation Women World-travelling Teaching and learning Transition New Zealand 

Notes

Acknowledgments

The New Zealand Tertiary Education Commission provided funding support for this project in the form of a Bright Futures Doctoral Scholarship. Thanks to the women who participated in the project, and to Associate Professors Karen Nairn and Jacqueline Leckie, who provided research supervision.

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.University of Otago College of EducationDunedinNew Zealand

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