Pedagogic democracy versus pedagogic supremacy: migrant academics' perspectives

Rao, Namrata and Mace, Will and Hosein, Anesa and Kinchin, Ian M. (2019) Pedagogic democracy versus pedagogic supremacy: migrant academics' perspectives. Teaching in Higher Education, 24 (5). pp. 599-612. ISSN 1356-2517

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Abstract

This paper investigates the underexplored area of othering of migrant academics within their teaching context. Nine personal narratives of migrant academics’ teaching were analysed qualitatively for indications of pedagogical othering. Migrant academics indicated the need to align their own pedagogic values and practices with that of their host institutions they work in as they felt their own values and practices were considered less desirable. We argue, from a Gramsci’s hegemonic perspective that the pedagogic adaptation by migrant academics aimed at improving student learning is not problematic in itself, but more problematic is the inequality of opportunity for migrant academics to contribute to pedagogical decisions which can meaningfully influence the departmental culture. Lack of pedagogic democracy where the ‘home’ academic environment has a monopoly of knowledge and a hegemonic position regarding learning and teaching can compromise the student-learning experience by limiting articulation of alternative pedagogical perspectives by the migrant international academics.

Item Type:	Article
Additional Information and Comments:	This is an Accepted Manuscript of an article to be published by Taylor & Francis in Teaching in Higher Education on 13th June 2019, available online: https://www.tandfonline.com/doi/full/10.1080/13562517.2019.1596078.
Keywords:	academic mobility; migrant academics; pedagogic othering; pedagogic democracy, international academics
Faculty / Department:	Faculty of Education and Social Sciences > School of Education
Depositing User:	Namrata Rao
Date Deposited:	01 Apr 2019 08:02
Last Modified:	12 Nov 2024 11:24
URI:	https://hira.hope.ac.uk/id/eprint/2799

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