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Integrating the international dimension finalPresentation Transcript
Integrating the international
dimension: implications for
teaching and learning
Innovative Doctoral Education for Global Food Security:
Workshop for teachers organizing thematic doctoral courses
October 18, 2013
• Continue to reflect upon the pedagogical considerations
involved in teaching in an internationalized (glocal) classroom
• Discuss role as educators and cultural beings in different
• Integrate glocal perspectives into doctoral course content
Acknowledging & removing
• What do we take for granted when we step into an educational
• How might having previous international experience help us or
• What are we unable to see when we wish to evaluate the needs
of doctoral students in an international context?
Reflecting about glocal
• Is scientific education and research in your field the same no
matter where one lives?
• What are teacher and student roles like in different places?
• What does it mean to internationalize doctoral courses?
Cultural rules and biases
Intercultural experience (see Jackson, 2009)
glocal learning and our own
Emic/etic perspectives: teaching as partnership
Considering cultural patterns: generalizations versus stereotypes
Who are we? Tuning in to our
“Rather than taking culture and identity as
given, social constructionism insists that it is
linguistic and social practices that bring culture
and identity into being.”
(Piller, 2012, p. .25)
language and culture
culture in language
language AS culture
dimensions into teaching and
• SLU and ”global learning”
• New literacies related to global/glocal learning: “scientific,
technological, ethical, environmental, global” cultural??
• Intercultural success more than just time abroad or language
• Cross-cultural coursework
• Without adequate preparation, study-abroad students’ potential
to have “entrenched negative stereotypes” (Jackson, 2009, p.
• “attitude and empathy towards the whole idea of cultural
difference” more important than gathering cultural knowledge
(Louie, 2005, p. 17)
• Curiosity: investigating what else works
Possible teacher tasks for
• Reflective journals
• Check-ins with / soliciting feedback from fellow course
How do I feel about this?
What do I think about this?
What have I learned from this?
What action will I take as a result of my lessons learned?
Directly cited from Shepherd, M. (2006), p. 336.
Check-ins with fellow course
• Comparing reflective journal entries
• Culturally situating pedagogical choices when designing tasks
Bennett, M. J. (2009) Defining, measuring, and facilitating
intercultural learning: A conceptual introduction to the Intercultural
Education double supplement. Intercultural Education, 20:sup1,
S1-S13, DOI: 10.1080/14675980903370763
Byram, M. (1997). Teaching and assessing intercultural
communicative competence. Clevedon, England:
Jackson, J. (2009) Intercultural learning on short-term sojourns.
Intercultural Education, 20, Suppl. Nos. S1–2, 2009, S59–7, DOI:
Louie, K. (2005) Gathering cultural knowledge: Useful or use with
care? In Carroll, J. & Ryan, J. (Eds.) Teaching international
students. Improving learning for all, pp 17-25. London: Routledge.
Piller, I. (2012) Intercultural communication: An overview. In
Paulston, C.B., Kiesling, S.F., & Rangel, E.S. (Eds). Blackwell
Handbooks in Linguistics Handbook of Intercultural Discourse and
Communication. Hoboken, USA: Wiley-Blackwell, pp. 3-18.
Shepherd, M. (2006). Using a learning journal to improve
professional practice: A journey of personal and professional
self‐discovery. Reflective Practice, 7(3), 333-348. doi: