Pedagogies of the International
RICE SYMPOSIUM - Thursday, June, 14th 2012 (1:00 PM - 5:00 PM in the Community Room, Faculty of Education, Western University)
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Download the program for the 2012 RICE Symposium: Pedagogies of the International.
This is a one-day symposium aimed to bring together a number of researchers and educators in the region to think through the limits and possibilities of international education in the contemporary moment. International education and its variants have gained heightened expression and value in a globalizing world. Internationalization has become a strategic response to participating in global economies. Whether as enthusiasts or critics, we might have some sense of the ‘international’ in international education, but what of the ‘education?’ And can we envision ‘education’ not simply as a reactive or instrumental response to a set of new challenges facing institutions and educators, but as a proactive and reflexive engagement with the highest aims of human learning and becoming?
In the growing internationalizing of education (IE) movement, by default or by intention, the pedagogical is coming to the foreground as a whole set of actors attempt to understand and enact pedagogies appropriate to intercultural contact in trans-local spaces. The 2012 Researching International and Contemporary Education (RICE) symposium theme, Pedagogies of the International, encourages participants to collaboratively engage the still under-thought and under-researched pedagogical dimensions of the growing IE movement. By invoking pedagogy we are referring not only to teaching methods, but to dynamic processes of knowledge construction/exchange and subject formation. Our intention is to engage the following kinds of questions:
* What brings one to the ‘international’—what motivates/provokes the individual to engage with difference, the 'other' or the ‘global?’
* How does one represent or conceptualize the engagement with difference (the international/intercultural/ ‘foreign language’ experience) and its pedagogical effects?
* What are the hoped for educational effects or ‘outcomes’ of the international/intercultural experience or of international education more generally?
* Can educators and/or students prepare for or be supported in realizing these outcomes? If so, how?
* How are international students (here) experiencing pedagogies in higher education? What are the high points and low points?
* In researching ‘learning from international/intercultural initiatives,’ how is learning conceptualized and how is it measured? What are the benefits and drawbacks in these approaches?
* And, in engaging these questions—as tensions to be negotiated in what we do (rather than problems to be solved rhetorically)—what is at stake for the learner? for the educator? for the researcher? and for education itself?
Topically, this symposium is oriented to educators and researchers engaged in the following areas of study: international education, intercultural learning, internationalizing higher education, study abroad, international service learning, global citizenship education, multilingualism and pedagogies of social difference.
|Professor Julie Byrd Clark||Professor Paul Tarc||Professor Marianne Larsen|