Re-Thinking Internationalization as Social Curriculum for Generative Supervision: Letters from the International Community of Scholars

Autor/inn/en	Hellstén, Meeri; Ucker Perotto, Lilian
Titel	Re-Thinking Internationalization as Social Curriculum for Generative Supervision: Letters from the International Community of Scholars
Quelle	In: European Journal of Higher Education, 8 (2018) 1, S.36-51 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hellstén, Meeri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2017.1381568
Schlagwörter	International Education; Teaching Methods; Case Studies; Researchers; College Faculty; Interdisciplinary Approach; Creative Writing; Epistemology; Student Mobility; Student Adjustment; Graduate Students; Doctoral Programs; Intercultural Communication; Foreign Countries; Doctoral Dissertations; Letters (Correspondence); Universities; International Cooperation; Foreign Students; Study Abroad; Academic Aspiration; Australia; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Internationale Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Researcher; Forscher; Fakultät; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kreatives Schreiben; Erkenntnistheorie; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Adjustment; Adaptation; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Doktorandenprogramm; Interkulturelle Kommunikation; Ausland; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Brief; University; Universität; Internationale Kooperation; Internationale Zusammenarbeit; Studies abroad; Auslandsstudium; Australien
Abstract	This paper concerns research issues on curriculum, pedagogy and the creative use of method in international higher education. It is motivated by the witnessing of a recent shifting in consensus within the global research communities on international education, towards curriculum renewal of shared knowledge within the field. The article enters into an imaginary of alternative pedagogical routes in IHE and contributes to the collective dialogue by way of a case example using creative writing for transitioning from the "actual" to the "possible" in international education. The paper narrates a creatively assembled case study on interdisciplinary methodology. It culminates through correspondence between an international doctoral researcher of Fine Arts and a senior scholar of International Education. The article explores autobiographical research accounts about geographical displacement, the subjectivities produced in international scholarly spaces and their new epistemological imprints on the international student transition experience. The article offers generative curriculum insight that combines interdisciplinary methods through which to feasibly implement pedagogical strategies for renewal of internationalized curriculum beyond times of educational crises. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01