Ethically Engaging International Students: Student Generated Material in an Active Blended Learning Model

Autor/inn/en	Lomer, Sylvie; Anthony-Okeke, Loretta
Titel	Ethically Engaging International Students: Student Generated Material in an Active Blended Learning Model
Quelle	In: Teaching in Higher Education, 24 (2019) 5, S.613-632 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lomer, Sylvie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2019.1617264
Schlagwörter	Active Learning; Blended Learning; Student Mobility; Barriers; Study Abroad; Foreign Students; Educational Policy; Foreign Countries; Ethics; Teaching Methods; Higher Education; Student Empowerment; Student Participation; Equal Education; Access to Education; International Education; Learning Motivation; College Students; Student Attitudes; Course Evaluation; Electronic Publishing; Seminars; College Faculty; Feedback (Response); United Kingdom + Suchen Sie Ihr Suchwort? Aktives Lernen; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Studies abroad; Auslandsstudium; Politics of education; Bildungspolitik; Ausland; Ethik; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienberechtigung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Education; Access; Bildung; Zugang; Bildungszugang; Internationale Erziehung; Motivation for studies; Lernmotivation; Collegestudent; Schülerverhalten; Elektronisches Publizieren; Seminar; Fakultät; Großbritannien
Abstract	In the context of increasing international mobility in higher education, educators experience multiple challenges in the classroom. In the UK, policy discourses often frame international students as desirable resources. However, international students are frequently problematised as in academic deficit. Cultural reasons are posited for different patterns of participation in seminar discussions and critical engagement. This deficit narrative is neo-imperialist. A critical and ethical pedagogy should position international students as equals and as co-contributors. This article suggests that by changing pedagogical structures of traditional higher education classroom in the UK, subverting norms for epistemological interactions, international students can be empowered to engage actively and critically. This approach draws on the principles of Active Blended Learning to develop an ethical pedagogy, with equitable epistemic access for internationally mobile students. This paper explores how a module designed in keeping with ethical pedagogy [Madge, Clare, Parvati Raghuram, and Patricia Noxolo. 2009. "Engaged Pedagogy and Responsibility: A Postcolonial Analysis of International Students." "Geoforum" 40 (1): 34-45] succeeded in critically engaging students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01