Bridging Cultural Divides: Role Reversal as Pedagogy

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
S. Slater, Mayuko Inagawa
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引用次数: 6

Abstract

ABSTRACT Research on the education of international students sheds light on the difficulties of studying in a foreign language, but often underplays the opportunities provided by cultural diversity in the classroom. This study, prompted initially by the authors’ experiences of the contrasts between East/West learning styles, explores how education systems, language, and cultural orientations inform students’ approaches to learning. It explains how role reversal in the classroom can be implemented in higher (university) education settings, to generate deeper perspectives of meaning and understanding when teaching internationally diverse cohorts to show how imaginative postgraduate student engagement can not only bridge cultural differences, but also capitalize upon them. While the apparent polarization between East and West educational system stereotypes served as the catalyst for the search for effective pedagogies of engagement, the proposed methods were found to have universal application, clearly resonating with culturally diverse cohorts studying in the UK. The approach benefits international business teaching as cultural, national, and institutional perspectives become explicitly incorporated into course material, using the students’ own background, knowledge and experience as resources to add value.
弥合文化鸿沟:教育学的角色转换
关于国际学生教育的研究揭示了学习外语的困难,但往往低估了课堂上文化多样性所提供的机会。这项研究最初是由作者对东西方学习方式对比的经验所推动的,探讨了教育系统、语言和文化取向如何影响学生的学习方法。它解释了课堂上的角色转换如何在高等(大学)教育环境中实施,以便在教学国际多元化的群体时产生更深入的意义和理解视角,以展示富有想象力的研究生参与如何不仅可以弥合文化差异,而且可以利用它们。虽然东西方教育体系的明显两极分化是寻找有效参与教学法的催化剂,但研究发现,所提出的方法具有普遍适用性,显然与在英国学习的文化多样性群体产生了共鸣。这种方法有利于国际商务教学,因为文化、国家和制度的视角被明确地纳入课程材料,利用学生自己的背景、知识和经验作为资源来增加价值。
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来源期刊
Journal of Teaching in International Business
Journal of Teaching in International Business EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
53.30%
发文量
7
期刊介绍: The Journal of Teaching in International Business instructs international business educators, curriculum developers, and institutions of higher education worldwide on methods and techniques for better teaching to ensure optimum, cost-effective learning on the part of students of international business. It is generally assumed that the teaching of international business is universal, but that the application of teaching methods, processes, and techniques in varying socioeconomic and cultural environments is unique. The journal offers insights and perspectives to international business educators and practitioners to share concerns, problems, opportunities, and solutions to the teaching and learning of international business subjects.
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