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


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.


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



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.


  1. Anderson, V. (2008). The international education agenda: International and New Zealand women students. Sites: A Journal of Social Anthropology & Cultural Studies, 5(2), 57–80.CrossRefGoogle Scholar
  2. Anderson, V. (2012). ‘Homes’ and being ‘at home’ in New Zealand: Women’s place-making in internationalised higher education. Gender, Place and Culture, 19(3), 327–343.CrossRefGoogle Scholar
  3. Anderson, V. (2013). ‘Impure community’: A framework for contact in internationalised higher education? Journal of Intercultural Studies, 34(1), 34–54. doi: 10.1080/07256868.2013.751903.CrossRefGoogle Scholar
  4. Angrosino, M. V., & Mays de Pérez, K. A. (2000). Rethinking observation: From method to context. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 673–702). Thousand Oaks: Sage Publications Inc.Google Scholar
  5. Anzaldúa, G. (1987). Borderlands/La Frontera. San Francisco: Aunt Lute Books.Google Scholar
  6. Beaver, B., & Tuck, B. (1998). The adjustment of overseas students at a tertiary institution in New Zealand. New Zealand Journal of Educational Studies, 33(2), 167–179.Google Scholar
  7. Bullen, E., & Kenway, J. (2003). Real or imagined women? Staff representations of international women postgraduate students. Discourse: Studies in the Cultural Politics of Education, 24(1), 35–50.Google Scholar
  8. Butcher, A. (2004). Quality care? Export education policies in New Zealand from 1999 to 2002. ACCESS: Critical Perspectives on Communication Cultural & Policy Studies, 23(2), 21–31.Google Scholar
  9. Campbell, J., & Li, M. S. (2008). Asian students’ voices: An empirical study of Asian students’ learning experiences at a New Zealand university. Journal of Studies in International Education, 12(4), 375–396.CrossRefGoogle Scholar
  10. Chalmers, D., & Volet, S. (1997). Common misconceptions about students from South to East Asia studying in Australia. Higher Education Research and Development, 16(1), 87–98.CrossRefGoogle Scholar
  11. Chawla, D., & Rodriguez, A. (2007). New imaginations of difference: On teaching, writing, and culturing. Teaching in Higher Education, 12(5–6), 697–708.CrossRefGoogle Scholar
  12. Choi, M. (1997). Korean students in Australian universities: Intercultural issues. Higher Education Research and Development, 34(1), 263–282.CrossRefGoogle Scholar
  13. Collins, F. L. (2006). Making Asian students, making students Asian: The racialisation of export education in Auckland, New Zealand. Asia Pacific Viewpoint, 47(2), 217–234.CrossRefGoogle Scholar
  14. Davies, B. (2006). Subjectification: The relevance of Butler’s analysis for education. British Journal of Sociology of Education, 27(4), 425–438.CrossRefGoogle Scholar
  15. Deloitte. (2008). Experiences of international students in New Zealand: Report 2007 on the results of the national survey. Wellington: Ministry of Education.Google Scholar
  16. Doherty, C., & Singh, P. (2005). How the West is done: Simulating Western pedagogy in a curriculum for Asian international students. In P. Ninnes & M. Hellstén (Eds.), Internationalizing higher education: Critical explorations of pedagogy and policy (pp. 53–73). Hong Kong: Comparative Education Research Centre of The University of Hong Kong and Kluwer Academic Publishers.CrossRefGoogle Scholar
  17. Evans, M. (1998). Participant observation: The researcher as research tool. In J. Eyles & D. M. Smith (Eds.), Qualitative methods in human geography (pp. 197–218). Cambridge: Polity Press.Google Scholar
  18. Flores, L. A. (2000). Reclaiming the “other”: Toward a Chicana feminist critical perspective. International Journal of Intercultural Relations, 24, 687–705.CrossRefGoogle Scholar
  19. Friedenberg, J. E. (2002). The linguistic inaccessibility of U.S. higher education and the inherent inequity of U.S. IEPs: An argument for multilingual higher education. Bilingual Research Journal, 26(2), 309–326.CrossRefGoogle Scholar
  20. Haigh, M. J. (2002). Internationalisation of the curriculum: Designing inclusive education for a small world. Journal of Geography in Higher Education, 26(1), 49–66.CrossRefGoogle Scholar
  21. Ho, E., Holmes, P., & Cooper, J. (2004). Review and evaluation of the literature on managing cultural diversity in the classroom. Report for the Ministry of Education and Education New Zealand. Hamilton: The University of Waikato.Google Scholar
  22. Holmes, P. (2004). Negotiating differences in learning and intercultural communication: Ethnic Chinese students in a New Zealand university. Business Communication Quarterly, 67(3), 294–307.CrossRefGoogle Scholar
  23. Holmes, P. (2005). Ethnic Chinese students’ communication with cultural others in a New Zealand university. Communication Education, 54(4), 289–311.CrossRefGoogle Scholar
  24. Howes, S. (2001). Perspectives of mature women international students at a university in New Zealand. Journal of the Australian and New Zealand Student Services Association, 17, 28–35.Google Scholar
  25. Hull, J. M. (2004). Teaching as a trans-world activity. Support for Learning, 19(3), 103–106.CrossRefGoogle Scholar
  26. Ichimoto, T. (2004). Ambivalent ‘selves’ in transition: A case study of Japanese women studying in Australian universities. Journal of Intercultural Studies, 25(3), 247–269.CrossRefGoogle Scholar
  27. International Division Ministry of Education. (2013). International enrolments in New Zealand. Wellington: Ministry of Education. Accessed July 19, 2013.
  28. Ip, M. (1995). Chinese New Zealanders: Old settlers and new immigrants. In S. W. Greif (Ed.), Immigration and national identity in New Zealand: One people—two peoples—many peoples? (pp. 161–199). Palmerston North: The Dunmore Press.Google Scholar
  29. Jiang, X. P. (2011). Why interculturalisation? A neo-Marxist approach to accommodate cultural diversity in higher education. Educational Philosophy and Theory, 43(4), 387–399.CrossRefGoogle Scholar
  30. Johnson, L., Lee, A., & Green, B. (2000). The PhD and the autonomous self: Gender, rationality and postgraduate pedagogy. Studies in Higher Education, 25(2), 135–147.CrossRefGoogle Scholar
  31. Kenway, J., & Bullen, E. (2003). Self-representations of international women postgraduate students in the global university ‘contact zone’. Gender and Education, 15(1), 5–20.CrossRefGoogle Scholar
  32. Kim, Y. Y. (2008). Intercultural personhood: Globalization and a way of being. International Journal of Intercultural Relations, 32(4), 359–368.CrossRefGoogle Scholar
  33. Kim, M.-S. (2012). World peace through intercultural research: From a research culture of war to a research culture of peace. International Journal of Intercultural Relations, 36(1), 3–13.CrossRefGoogle Scholar
  34. Kobayashi, A., & Peake, L. (1994). Unnatural discourse. ‘Race’ and gender in geography. Gender, Place and Culture, 1(2), 225–243.CrossRefGoogle Scholar
  35. Kumashiro, K. K. (2006). Toward an anti-oppressive theory of Asian Americans and Pacific Islanders. Race Ethnicity and Education, 9(1), 129–135.CrossRefGoogle Scholar
  36. Lee, J.-Y., & Ciftci, A. (2014). Asian international students’ socio-cultural adaptation: Influence of multicultural personality, assertiveness, academic self-efficacy, and social support. International Journal of Intercultural Relations, 38, 97–105.CrossRefGoogle Scholar
  37. Lewis, N. (2011). Political projects and micro-practices of globalising education: Building an international education industry in New Zealand. Globalisation, Societies and Education, 9(2), 225–246.CrossRefGoogle Scholar
  38. Lugones, M. (1987). Playfulness, “world”-travelling, and loving perception. Hypatia, 2(2), 3–19.CrossRefGoogle Scholar
  39. Lugones, M. (2003). Pilgrimages/Peregrinajes: Theorizing coalition against multiple oppressions. Lanham: Rowman & Littlefield.Google Scholar
  40. Lugones, M. (2006). On complex communication. Hypatia, 21(3), 75–85.CrossRefGoogle Scholar
  41. Madge, C., Raghuram, P., & Noxolo, P. (2009). Engaged pedagogy and responsibility: A postcolonial analysis of international students. Geoforum, 40(1), 34–45.CrossRefGoogle Scholar
  42. Mak, A. S., Westwood, M. J., Ishiyama, F. I., & Barker, M. C. (1999). Optimising conditions for learning sociocultural competencies for success. International Journal of Intercultural Relations, 23(1), 77–90.CrossRefGoogle Scholar
  43. Mayuzumi, K., Motobayashi, K., Nagayama, C., & Takeuchi, M. (2007). Transforming diversity in Canadian higher education: A dialogue of Japanese women graduate students. Teaching in Higher Education, 12(5–6), 581–592.CrossRefGoogle Scholar
  44. McConaghy, C. (1998). Disrupting reproductive and erasive pedagogies: Educational policy processes in postcolonial Australia. Discourse: Studies in the Cultural Politics of Education, 19(3), 341–354.Google Scholar
  45. Mohanty, C. (1991). Under Western eyes: Feminist scholarship and colonial discourses. In C. Mohanty, A. Russo, & L. Torres (Eds.), Third World women and the politics of feminism (pp. 51–80). Bloomington: Indiana University Press.Google Scholar
  46. Mok, I. A. C. (2006). Shedding light on the East Asian learner paradox: Reconstructing student centredness in a Shanghai classroom. Asia Pacific Journal of Education, 26(2), 131–142.CrossRefGoogle Scholar
  47. Monkman, K., & Baird, M. (2002). Educational change in the context of globalization. Comparative Education Review, 46(4), 497–508.CrossRefGoogle Scholar
  48. Noble, G. (2005). The discomfort of strangers: Racism, incivility and ontological security in a relaxed and comfortable nation. Journal of Intercultural Studies, 26(1), 107–120.CrossRefGoogle Scholar
  49. Ong, A. (1999). Flexible citizenship: The cultural logics of transnationality. Durham: Duke University Press.Google Scholar
  50. Paechter, C. (2001). Using poststructuralist ideas in gender theory and research. In B. Francis & C. Skelton (Eds.), Investigating gender: Contemporary perspectives in education (pp. 41–45). Buckingham: Open University Press.Google Scholar
  51. Palumbo-Liu, D. (2002). Assumed identities. New Literary History, 31(4), 765–780.CrossRefGoogle Scholar
  52. Pillow, W., & Mayo, C. (2007). Toward understandings of feminist ethnography. In S. N. Hesse-Biber (Ed.), Handbook of feminist research: Theory and praxis (pp. 155–171). Thousand Oaks: Sage.Google Scholar
  53. Ramsey, S., Jones, E., & Barker, M. (2007). Relationship between adjustment and support types: Young and mature-aged local and international first year university students. Higher Education, 54(2), 247–265.CrossRefGoogle Scholar
  54. Rhee, J. (2006). Re/membering (to) shifting alignments: Korean women’s transnational narratives in US higher education. International Journal of Qualitative Studies in Education, 19(5), 595–615.CrossRefGoogle Scholar
  55. Rhee, J., & Sagaria, M. (2004). International students: Constructions of imperialism in the Chronicle of Higher Education. The Review of Higher Education, 28(1), 77–96.CrossRefGoogle Scholar
  56. Rhee, J., & Subreenduth, S. (2006). De/colonising education: Examining transnational localities. International Journal of Qualitative Studies in Education, 19(5), 545–548.CrossRefGoogle Scholar
  57. Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., & Kommers, P. (2012). Understanding academic performance of international students: The role of ethnicity, academic and social integration. Higher Education, 63(6), 685–700.CrossRefGoogle Scholar
  58. Rizvi, F. (2004). Globalisation and the dilemmas of Australian higher education. ACCESS, Critical Perspectives on Communication, Cultural & Policy Studies, 23(2), 33–42.Google Scholar
  59. Samuelowicz, K. (1987). Learning problems of overseas students: Two sides of a story. Higher Education Research and Development, 6(2), 121–133.CrossRefGoogle Scholar
  60. Sawir, E., Marginson, S., Deumert, A., Nyland, C., & Ramia, G. (2008). Loneliness and international students: An Australian study. Journal of Studies in International Education, 12(2), 148–180.CrossRefGoogle Scholar
  61. Scheyvens, R., Wild, K., & Overton, J. (2003). International students pursuing postgraduate study in geography: Impediments to their learning experiences. Journal of Geography and Higher Education, 27(3), 309–323.CrossRefGoogle Scholar
  62. Skyrme, G. (2007). Entering the university: The differentiated experience of two Chinese international students in a New Zealand university. Studies in Higher Education, 32(3), 357–372.CrossRefGoogle Scholar
  63. Villenas, S. (2006). Latina/Chicana feminist postcolonialities: Un/tracking educational actors’ interventions. International Journal of Qualitative Studies in Education, 19(5), 659–672.CrossRefGoogle Scholar
  64. Wang, Q., & Hannes, K. (2013). Academic and socio-cultural adjustment among Asian international students in the Flemish community of Belgium: A photovoice project. International Journal of Intercultural Relations. doi:
  65. Ward, C. (2006). International students: Interpersonal, institutional and community impacts. Update of the 2001 literature review. Wellington: Ministry of Education.Google Scholar
  66. Ward, C., & Masgoret, A.-M. (2004). The experiences of international students in New Zealand. Wellington: Ministry of Education.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.University of Otago College of EducationDunedinNew Zealand

Personalised recommendations