Becoming Cosmopolitan and Other Dilemmas of Internationalisation: Reflections from the Gulf States

Autor/in	McNiff, Jean
Titel	Becoming Cosmopolitan and Other Dilemmas of Internationalisation: Reflections from the Gulf States
Quelle	In: Cambridge Journal of Education, 43 (2013) 4, S.501-515 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2013.831033
Schlagwörter	Foreign Countries; Action Research; Teacher Education; Higher Education; Intercultural Communication; Intercultural Programs; Global Approach; Culture Conflict; Educational Quality; Social Values; Cultural Influences; Commercialization; Epistemology; Ethics; Bahrain; Qatar; United Arab Emirates + Suchen Sie Ihr Suchwort? Ausland; Projektforschung; Lehrerausbildung; Lehrerbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interkulturelle Kommunikation; Globales Denken; Kulturkonflikt; Quality of education; Bildungsqualität; Sozialer Wert; Cultural influence; Kultureinfluss; Erkenntnistheorie; Ethik; Katar; Vereinigte Arabische Emirate
Abstract	Drawing on the concept of cosmopolitans and locals within competing discourses regarding the aims of higher education and international marketization, this paper suggests that cultural cosmopolitanism may be developed through intercultural dialogue. It reflects on the findings of an action research-based teacher professional education programme in Qatar, with further delivery in other Gulf States, and suggests that potential negative outcomes of uncritical "othering" forms of marketization, potentially resulting in epistemological mnemocide through the exercise of cultural imperialism, may be avoided through developing dialogical communities of inquiry, where issues of values pluralism may be negotiated according to participants' needs and capacities for knowledge creation. These ideas may be significant for negotiating appropriate criteria for judging the quality of delivery and methodological ethics of the increasing numbers of international programmes using practice-based forms of enquiry. They are essential if international development work is to encourage sustainability through independent knowledge creation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10