A wide variety of British universities are expanding efforts to attract international students. This article argues that higher education's implicit claim to all-inclusive 'universality' may hereby be challenged by subsequent issues of cultural particularity. Here I set to conceptualise possible differences in the learning culture of Asian international students through a Confucian-Socratic framework. The Socratic method, our archetypal Occidental model, is traditionally seen as an experiential learner-centred pedagogy that values creativity and intellectual independence. But the Confucian approach, the archetypal Oriental exemplar, is normally presented as a didactic teaching-centred pedagogy with greater emphasis on strategic, directed thinking. I conclude that refl ection in these ways may lead to a culturally sensitive form of education and also help identify the epistemological and ontological dimensions that enhance a more flexible approach to teaching and learning.
This article explores the everyday experiences of minority ethnic students at a university in the West Midlands. Based on interviews with 23 second-level students taking Sociology modules, it seeks to highlight the key social, personal and pedagogic issues for this group of minority ethnic students and to deepen understandings of cultural identity and exchange on campus. The students' multiple narratives and voices are central to the article, as is the possibility that there are multiple ways of experiencing teaching and learning at a university.
The benefits of student investigation of wrongful convictions in a higher education setting
Advocates of active learning in higher education applaud the use of approaches that encourage student involvement in research and inquiry and state that it is the most effective means of enabling a move away from more traditional (and now less
Stephanie A. Limoncelli
As social scientists seek to assist undergraduate students in learning about, analysing and navigating the rapid changes that have been occurring in the world today, they have sought both curricular and pedagogical transformations. Social
The challenges and benefits of taking English-medium courses for Japanese students
students by lessening their burden of learning the Japanese language, which has been an initial obstacle for international students who come to Japan to study. Another key component of this project is to create an academic environment in which both local
How can students develop intercultural awareness and construct knowledge together?
Hugh Starkey and Nicola Savvides
This article evaluates ways in which students on an online Master's programme are learning about citizenship and developing intercultural awareness in spite of the lack of face-to-face interaction. There is still debate about the effectiveness of online courses and whether they provide an adequate substitute for, or even an improvement on, classroom-based learning. We employ qualitative research methods and deploy instruments for analysing constructivist learning to evaluate the extent to which students are constructing knowledge through online discussions as well as learning from research-led teaching materials. We also analyse online discussions for evidence of social presence, including the interventions of the course tutor. We conclude that students do feel themselves to be members of an international learning community and that their interactions can promote higher-order learning. We draw attention to some advantages of online courses such as the possibility of crafting a contribution and the availability of discussions as a resource.
information ( Rogoff 1990 ; Vygotsky 1978 ). Teacher education students who undertake dialogue-based learning for education-related topics may potentially develop a more profound understanding than students who do not. Dialogue-based peer learning (DBPL
This article reports on the incorporation of visual material as a tool for learning sociology and discusses a poster assignment introduced as a means of assessment in an academic context committed to innovative learning strategies and to teaching and learning enhancement. The article draws on an evaluation of using the poster assignment to assess student learning and argues that visual images can provide valid and insightful ways of 'telling about society' which challenge the reliance on text as a means of teaching and learning sociology. The article explores the context in which visual materials are used in teaching and learning sociology and their impact on and significance for assessment and learning.
Using Photovoice to Address Stigma in the Age of AIDS
Learning Together Project
Learning Together Project
Th e photographs in this essay were taken by grade eight and nine girls in one rural school in KwaZulu-Natal, South Africa in response to the question: What is the face of stigma in our community in the context of HIV and Aids? Th e girls used inexpensive point-and-shoot cameras to document the issues on location at their school, staging scenes that tell critical stories of the impact of stigma on the community. Once they had taken the photographs they developed captions which speak to the issues that they were working to represent. Some wrote in isiZulu while others chose to write in English. Th e isiZulu captions were translated into English. The images in this photovoice project help to identify, understand and interpret incidents related to stigma and discrimination against people living with, and aff ected by, HIV and AIDS.
Cultural polarisation in social science courses
Jose Leonardo Santos
confusion, then terror, then tears. Something about these issues triggered her. I felt bad. Later, I wondered how emotional responses influence learning. If this student was so shaken by the class topic, could she have truly absorbed lessons about