Rao, Namrata and Mace, Will and Hosein, Anesa and Kinchin, Ian M. (2022) Pedagogic democracy versus pedagogic supremacy: migrant academics’ perspectives. In: Educational Mobilities and Internationalised Higher Education:Critical Perspectives. Routledge, London. ISBN 9781032415437
Full text not available from this repository. (Request a copy)Abstract
This chapter 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: | Book Section |
|---|---|
| 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: | 30 Sep 2022 10:47 |
| Last Modified: | 12 Nov 2024 11:59 |
| URI: | https://hira.hope.ac.uk/id/eprint/3628 |
Actions (login required)
 |
View Item |
Altmetric
Altmetric
