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Transformation and transdisciplinarity as pedagogical frameworks for teaching, learning, and research in international education settings

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Abstract:

In response to the consequences of both globalization and market driven approaches to knowledge production, higher education institutions must grapple with “the emergence of a new set of cognitive and social practices characterized by transdisciplinarity, heterogeneity, organizational diversity, and enhanced social accountability” (Barnett, 2005, p. 14). While higher education worldwide has grown increasingly individualist and instrumentalist, there is at the same time a counter movement emerging which advocates for reimaging post-secondary education as a transformative endeavor implemented through collaborative frameworks which offer promising possibilities for teaching and learning as well as for cultivating relationships in communities both local and global (Neave, 2000; Ninnes & Hellstein, 2005; Trowler, 2008).

This research study embraced this latter point of view to examine international education, civic identity development, and transformative learning. The study employed narrative inquiry as a methodological approach for exploring the multidimensional components of a collaborative, cross-cultural teaching and learning consortium as a case. Methods included innovative interviewing strategies and multiple source document analysis. This study utilized both a summer study abroad course that focuses on community engagement and an intersession course which centers on ethics in international research as the contexts for analysis. This international education endeavor seeks to promote social responsibility and education for change for US and southern African participants. The study examined the extent to which participation in this coursework achieves that objective, while offering insights into innovative pedagogy and practice in higher education on a global scale. Analysis indicates that this coursework has challenged and transformed participant frames of reference, influenced perspectives on citizenship and belonging, and is poised as a model for transdisciplinarity in higher education settings.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p493931_index.html
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MLA Citation:

Intolubbe-Chmil, Loren. "Transformation and transdisciplinarity as pedagogical frameworks for teaching, learning, and research in international education settings" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493931_index.html>

APA Citation:

Intolubbe-Chmil, L. , 2011-05-01 "Transformation and transdisciplinarity as pedagogical frameworks for teaching, learning, and research in international education settings" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493931_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In response to the consequences of both globalization and market driven approaches to knowledge production, higher education institutions must grapple with “the emergence of a new set of cognitive and social practices characterized by transdisciplinarity, heterogeneity, organizational diversity, and enhanced social accountability” (Barnett, 2005, p. 14). While higher education worldwide has grown increasingly individualist and instrumentalist, there is at the same time a counter movement emerging which advocates for reimaging post-secondary education as a transformative endeavor implemented through collaborative frameworks which offer promising possibilities for teaching and learning as well as for cultivating relationships in communities both local and global (Neave, 2000; Ninnes & Hellstein, 2005; Trowler, 2008).

This research study embraced this latter point of view to examine international education, civic identity development, and transformative learning. The study employed narrative inquiry as a methodological approach for exploring the multidimensional components of a collaborative, cross-cultural teaching and learning consortium as a case. Methods included innovative interviewing strategies and multiple source document analysis. This study utilized both a summer study abroad course that focuses on community engagement and an intersession course which centers on ethics in international research as the contexts for analysis. This international education endeavor seeks to promote social responsibility and education for change for US and southern African participants. The study examined the extent to which participation in this coursework achieves that objective, while offering insights into innovative pedagogy and practice in higher education on a global scale. Analysis indicates that this coursework has challenged and transformed participant frames of reference, influenced perspectives on citizenship and belonging, and is poised as a model for transdisciplinarity in higher education settings.


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