Engaging "Students as Partners" in Global Learning: Some Possibilities and Provocations

Autor/in	Green, Wendy
Titel	Engaging "Students as Partners" in Global Learning: Some Possibilities and Provocations
Quelle	In: Journal of Studies in International Education, 23 (2019) 1, S.10-29 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Green, Wendy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315318814266
Schlagwörter	Global Education; International Education; Foreign Countries; Student Attitudes; College Faculty; Educational Experience; College Students; Cultural Differences; Informal Education; Teacher Student Relationship; Transformative Learning; Cultural Awareness; Access to Education; Equal Education; Outcomes of Education; Power Structure; Curriculum Development; Australia + Suchen Sie Ihr Suchwort? Globales Lernen; Internationale Erziehung; Ausland; Schülerverhalten; Fakultät; Bildungserfahrung; Collegestudent; Kultureller Unterschied; Informelle Bildung; Nichtformale Bildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Pädagogische Transformation; Cultural identity; Kulturelle Identität; Education; Access; Bildung; Zugang; Bildungszugang; Lernleistung; Schulerfolg; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Australien
Abstract	Many educational institutions aim to engage students in "global learning" at home and abroad through the process of "internationalization of the curriculum" (IoC). Yet research indicates that students experience and understand IoC in diverse, often unintended ways, and instances of students' diverse perspectives informing IoC development are rare. Framed by the concept of "students as partners" (SaP), an Australian Learning and Teaching Fellowship brought together students and academics from diverse disciplinary, cultural, and national backgrounds to co-develop rich global learning experiences in the formal and informal curriculum. Surveys and narrative interviews showed that adopting a partnership approach enabled all participating staff and students to engage in global learning. Characteristically, those who engaged in critical transformative learning framed their partnerships in terms of reciprocity, recognized their cultural ignorance productively, and engaged in global learning as ontoepistemological explorations. Furthermore, this study demonstrates how the authentic engagement of SaP challenges naturalized institutional practices concerning access and equity, outcomes and process, and power and privilege. I frame these challenges as provocations; that is, as invitations to critically analyze and creatively respond to such historically entrenched practices through staff-student partnerships in global learning, "as if" they were already our way of life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01