Kum, Henry Asei (2018) Complexities and Cross-Cultural Challenges of Foreign Lecturers: Personal Narrative Histories in Cameroon and England. In: Academics' International Teaching Journeys. Bloomsbury, London, pp. 25-44. ISBN 9781474289771
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Cross-border contexts reflect complex manoeuvre of identities that underpin the desire to replicate pedagogies of/for learning. Reflecting on the complexities of being a lecturer in Cameroon and Britain, the chapter explores the researcher’s shifts of professional foregrounding as a higher education (HE) academic on what constitutes teaching in HE in their home country of Cameroon to other cultures. The researcher questions how their identity shifts become an ongoing story as they navigate the contrasting political contexts and pedagogies. Such a shift often includes professional tensions in renegotiating physical, cultural, social and imaginary boundaries. Emphasis is placed on - re-professionalization in HE; e-Learning; balancing research with teaching; student as consumer; recruitment and retention; league tables; student satisfaction surveys; students’ attendance; assessments and “othering”. These are discussed using the lenses of liminality, identity and threat theories. The chapter concludes with insights and recommendations on minimising the impact ambiguities and difficulties resulting from these professional transitions.
| Item Type: | Book Section |
|---|---|
| Keywords: | identities, threat theory, liminality, transitions, migration. |
| Faculty / Department: | Faculty of Education and Social Sciences > School of Education |
| Depositing User: | Henry Kum |
| Date Deposited: | 16 Jun 2017 09:02 |
| Last Modified: | 12 Nov 2024 10:25 |
| URI: | https://hira.hope.ac.uk/id/eprint/2049 |
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