An Action Research on Teaching in Multicultural Classrooms at Joint-Venture Universities in China

Autor/in	Ergenc, Ceren
Titel	An Action Research on Teaching in Multicultural Classrooms at Joint-Venture Universities in China
Quelle	In: Asia Pacific Journal of Education, 42 (2022) 4, S.730-743 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ergenc, Ceren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2020.1788506
Schlagwörter	Action Research; Teaching Methods; Multicultural Education; Universities; Partnerships in Education; International Education; Multicampus Colleges; Social Sciences; International Cooperation; Intercollegiate Cooperation; Foreign Countries; College Students; Student Attitudes; China; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Multikulturelle Erziehung; University; Universität; Hochschulpartnerschaft; Internationale Erziehung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Internationale Kooperation; Internationale Zusammenarbeit; Hochschulkooperation; Ausland; Collegestudent; Schülerverhalten
Abstract	The institutional setting for transnational education has gradually evolved from practices that provide limited exposure to those that offer a globalized experience, such as branch campuses or joint-venture universities (JVUs). JVUs aim to create an environment that goes beyond the dichotomy between education experiences at home and in the local destination. China invites branch campuses in the form of JVUs in order to contribute to the internationalization of its higher education system. Providing diversity exposure for over a decade now, JVUs in China play a role in shaping a particular youth identity. Socialization in a multicultural environment shapes students' individual and collective identity, as well as their career trajectories. This action research discusses the impact of the transnational education environment in JVUs on their students' education and professional pathways; and argues that students develop academic habits that go beyond expectations attributed to their cultural backgrounds. The case study focuses on students' perceptions and participation practices in social science classes. The empirical data, comprised of an attitude survey and focus group interviews, were collected in the 2018-2019 academic year at a Sino-British JVU based in China. This study contributes to both the sociology of education and contemporary China studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01