Engaging Students as Partners in Intercultural Partnership Practices: A Scoping Review

Autor/inn/en	Zhang, Meng; Matthews, Kelly E.; Liu, Shuang
Titel	Engaging Students as Partners in Intercultural Partnership Practices: A Scoping Review
Quelle	In: Higher Education Research and Development, 42 (2023) 7, S.1792-1807 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Meng) ORCID (Matthews, Kelly E.) ORCID (Liu, Shuang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2157800
Schlagwörter	Partnerships in Education; College Students; Learner Engagement; Intercultural Programs; College Faculty; Teacher Student Relationship; Cultural Influences; Power Structure + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Collegestudent; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Cultural influence; Kultureinfluss
Abstract	Higher education communities are becoming more diverse and seeking to create more intercultural interaction and culturally responsive pedagogies. One promising approach gaining scholarly attention is engaging students in intercultural partnership practices. We have conducted a scoping review to investigate theorisations and practices of intercultural partnership in the current literature. In doing so, we identified 19 publications that explicitly explored learner-teacher partnership practices with learners and teachers from different cultural-linguistic contexts. Drawing on both descriptive and thematic analyses, we found an emerging scholarly attention to intercultural partnership motivated mainly by a 'what's working' study design with a tendency toward perceptions-based qualitative research methods. Thus, numerous benefits and challenges were identified, most overlapping with the broader partnership literature. However, there was a consistent undercurrent of culturally situated beliefs that shaped and complicated learner-teacher power dynamics. We encourage future research to focus on the process of intercultural partnership that contributes collective understanding about the unique power dynamics in such practices. Drawing on existing theories of translation and intercultural communication, we can develop new insights that advance the intercultural partnership theory-practice nexus. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01