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Pedagogy as Dialogic Relationship

Fostering Cosmopolitan Teacher Identities

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The rapid rate of globalisation and the associated changes in economic, cultural and social conditions have transformed the face of international education. Initially envisaged as an humanitarian project with opportunities for countries to learn about each other and to engender good will, friendship, brotherhood and peace (see Kandel, 1956), the emphasis of international education in Australia is now underpinned by economic interests, with a shift from aid to trade (Ninnes & Hellstén, 2005). The practices of international education are produced in a context defined more by the increased global flows of capital, knowledge, images and people, than by national borders. These shifts entail changes in pedagogic relationships, curriculum design, the development and modification of programmes, and changes in modes of delivery. Given these changing contexts there is a need to examine how practices are reconfiguring patterns of privilege and marginalisation for the stakeholders involved in tertiary education. Moreover, as Ninnes and Hellstén (2005) argue, these changes necessitate an increased interest in the academic study of international education and the diverse practices entailed in its production. International pedagogy can therefore be seen as a vehicle for capturing diversity and promoting inclusivity within every learning situation, whether this be with exclusively international or domestic students or a mixture of both.

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Hirst, E., Brown, R. (2008). Pedagogy as Dialogic Relationship. In: Hellstén, M., Reid, A. (eds) Researching International Pedagogies. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-8858-2_12

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