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Disparate pedagogies and how To negotiate difference

Daymon, C. and Norris, L. (2014) Disparate pedagogies and how To negotiate difference. In: Teaching and Learning Forum 2014: Transformative, Innovative and Engaging, 30 - 31 January 2014, Perth: The University of Western Australia.

Abstract

Our paper reports on the findings of a collaborative project between academics in China and Australia where qualitative research has been conducted in both countries in order to identify and articulate how approaches which are socially, culturally and educationally responsible might be developed to support students from Chi na studying on postgraduate coursework programs in Australia. We report also on the current development of research - based ‘toolkits’ of learning materials and teaching strategies for use in both China and Australia. The challenges confronting Chinese students studying in Anglophone universities are well documented. Effective communication in English across different language modes and through different text - types is identified as problematic. In response, and in order to support Chinese and other international students in their learning, arguments have been made for the adoption by academics in Anglo - European universities of pedagogies that are culturally inclusive, blended, and/or open - ended. Discussion and actions associated with the uses of such peda gogies are directed towards honouring students’ home languages and cultures, and have the aim of benefiting a universal student body. However, our findings suggest that notions of inclusivity and blending may be incommensurable with the disparate pedagog ical strategies that exist in China and Australia. It is therefore incumbent on academics in Australia to devise and adopt approaches that make explicit ‘difference’ in terms of disparate educational contexts, the often conflictual learning expectations an d the different disciplinary discourses and text types which Chinese students, particularly those involved in postgraduate coursework programs, are required to both negotiate and perform in their studies in Australia.

Publication Type: Conference Item
Murdoch Affiliation: School of Arts
School of Education
Conference Website: http://wand.edu.au/
URI: http://researchrepository.murdoch.edu.au/id/eprint/26446
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