Claiming a Pedagogy of Interruption through International Experiences

Autor/in	Thompson, Ashleigh B.
Titel	Claiming a Pedagogy of Interruption through International Experiences
Quelle	In: New Educator, 15 (2019) 3, S.178-186 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2019.1625636
Schlagwörter	Student Diversity; Higher Education; Comparative Education; International Education; Student Mobility; Study Abroad; Teaching Methods; Educational Theories; Reflective Teaching; Thinking Skills; Cultural Awareness; Educational Experience; Global Approach; Citizenship; Partnerships in Education; Foreign Countries; College Faculty; Federal Legislation; Federal Programs; International Educational Exchange; Deans; Administrator Attitudes; Universities; Refugees; Faculty Mobility; College Students; France; Germany; United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Vergleichende Erziehungswissenschaft; Internationale Erziehung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Studies abroad; Auslandsstudium; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; Denkfähigkeit; Cultural identity; Kulturelle Identität; Bildungserfahrung; Globales Denken; Staatsbürgerschaft; Hochschulpartnerschaft; Ausland; Fakultät; Bundesrecht; Internationaler Austausch; Dean; Dekan; University; Universität; Flüchtling; Collegestudent; Frankreich; Deutschland; USA
Abstract	This essay shares impressions from French and German higher education through a comparative US lens, with a special focus on internationalization and mobility. The author integrates the theoretical lens of Gert Biesta's Pedagogy of Interruption to posit that international experiences facilitate encounters with otherness that spark new ways of seeing and thinking. These disruptive experiences can be particularly generative in education, which fosters reflective practice, and for teacher educators themselves. Key questions for considering international approaches to teacher education touch on themes such as global citizenship, relationality, student diversity and transnational partnership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01