Pedagogy as Dialogic Relationship: Fostering Cosmopolitan Teacher Identities

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Title Pedagogy as Dialogic Relationship: Fostering Cosmopolitan Teacher Identities
Author Hirst, Elizabeth Wyshe; Brown, Raymond Albert Joseph
Book Title Researching International Pedagogies: Sustainable Practice for Teaching and Learning in Hgher Education
Editor Hellsten, Meeri & Reid, Anna
Year Published 2008
Place of publication Heidelberg, Germany
Publisher Springer
Abstract In light of the transformed nature of international education and Australian Universities' increasing reliance on international student enrolments, it is imperative that learning environments are designed to facilitate the development of students' intercultural understandings so they may fluently and flexibly move and deal with these new conditions - with transnational and local diversity – to develop 'cosmopolitan' identities (Luke, 2004). To achieve this, carefully constructed pedagogies are required which privilege diversity and facilitate the interanimation of the diverse voices that students, teachers and texts bring to classroom interactions. This chapter reports on a research study which considers the challenge of developing a collaborative learning environment with and for a diverse group of both international and domestic postgraduate students. Informed by a sociocultural approach to learning which views pedagogy as a dialogic relationship (Halasek, 1999), this study analyses the implementation of a pedagogical model, Collective Argumentation (Brown and Renshaw, 2000), designed to enhance dialogicality, harness diversity and promote inclusivity
Peer Reviewed Yes
Published Yes
Publisher URI
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Edition 1
Chapter Number 11
Page from 179
Page to 199
ISBN 978-1-4020-8857-5
Date Accessioned 2009-06-05
Language en_AU
Research Centre Griffith Institute for Educational Research
Faculty Arts, Education and Law
Subject PRE2009-Education Studies
Publication Type Book Chapters
Publication Type Code b1

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