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"Knowing Me, Knowing You," Is There Nothing We Can Do?

Pedagogic Challenges in Using Group Work to Create an Intercultural Learning Space

Robert Gordon University

This article explores the evolving relationship between curriculum design, teacher perceptions, and the lived experience of students participating in an international programme of study within a U.K. university business school. The article illustrates the challenges inherent in supporting cross-cultural learning within diverse cohorts and explores the use of reflective learning strategies as a means of promoting cross-cultural understanding. It concludes with a discussion about the positioning of university curricula as international spaces within local contexts and questions the degree to which implicit pedagogical norms support inclusivity.

Key Words: group work • cross-cultural • power • equality • higher education

This version was published on June 1, 2009

Journal of Studies in International Education, Vol. 13, No. 2, 240-255 (2009)
DOI: 10.1177/1028315308329789


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