Abstract
For decades now, globalisation and technological advances have promoted the interaction of peoples, practices and cultures across national and international borders. This interaction has sometimes facilitated education projects where culturally diverse groups have been able to work together to address local and global issues (Isar 2014; Samuel and Mariaye 2014; UNESCO 2011). For more culturally homogeneous groups, though, increased interaction with diverse ‘others’ has sometimes generated distrust and fear, as seen in the rise of political movements founded upon nationalistic rhetoric and/or xenophobia (Wodak 2015). In the face of these disturbing developments, governments across the world have urged higher education institutions to play a role in developing greater transcultural understanding and appreciation of difference in their graduates (de Wit et al. 2015).
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- 1.
The Higher Education Academy in the UK offers a definition of employability that suggests it is not just focused on self-interest. For them employability is “A set of skills, knowledge and personal attributes that make an individual more likely to secure and be successful in their chosen occupation(s) to the benefit of themselves, the workforce, the community and the economy” (York 2006, p. 21). However, critical studies of ‘employability’ discourses report that the emphasis in much of the employability rhetoric is on the self-interest of the individual graduate and their capacity to secure a ‘good job’ with a good ‘pay cheque’ (e.g. Burke et al. 2016).
- 2.
Numbers have varied from 9 to 21.
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Parr, G., Faulkner, J., Rowe, C. (2017). Self-Interest and Ethical Praxis Agendas in an International Teaching Practicum. In: Fitzgerald, A., Parr, G., Williams, J. (eds) Narratives of Learning Through International Professional Experience. Springer, Singapore. https://doi.org/10.1007/978-981-10-4867-8_4
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