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Papers by Thushari Welikala

Research paper thumbnail of ‘Renaissance’ without enlightenment: New Labour’s ‘Learning Age’ 1997–2010

Lifelong Learning in Europe, 2013

Research paper thumbnail of Explaining the unfamiliar:Western approaches to learning

''One human being can be a complete enigma to another. We learn this when we come to another coun... more ''One human being can be a complete
enigma to another. We learn this when
we come to another country with
different traditions… even given the mastery
of the country’s language, we cannot find our
feet with them.”

Research paper thumbnail of Western approaches to learning

Research paper thumbnail of Student co-inquirers: the challenges and benefits of inclusive research

This article focuses on the process of conducting a research project which explored the universit... more This article focuses on the process of conducting a research project which explored the university student experience across three different geopolitical contexts using students studying at an English university as co-inquirers. The project sample included students at different stages of their university experience (undergraduate, postgraduate and doctoral) studying across a range of disciplines in India, Ireland and England. Qualitative interview data were collected by the student co-inquirers using Skype technology. The student co-inquirers were equal partners in all
aspects of data collection and analysis but were not part of the initial theoretical framework and methodological decisions. The student engagement as co-inquirers
provided a particular space for the student voice to be heard in making multiple meanings from the data. The shifting identities of the co-inquirers and the impact of taking part in the project on their ability to enact agency with a particular voice within a democratic, participatory research framework is discussed. The authors conclude that participation of students in research as co-inquirers involve both
risks and benefits mainly associated with the inherent difficulties with unequal power relationships, managing student agency and understanding multifaceted
complexities that arise from shifting identities.

Keywords: student as co-enquirer;

Research paper thumbnail of Disempowering and dislocating: how learners from diverse cultures read the role of the English language in UK higher education

This paper explores how the English language privileges and empowers certain epistemologies and ... more This paper explores how the English language privileges and empowers certain epistemologies and ontologies in international higher education in the UK. The author
discusses how the English language is used to construct assumptions and practices to
legitimize particular ways of constructing knowledge. The main argument is that language
provides a lead in silencing and marginalizing alternative forms of coming to know within
diverse cultures, thus creating feelings of disempowerment and dislocation for some
learners. The paper highlights how learners from different cultures make sense of the role of
language within the context of UK higher education, in terms of power, cultural politics and
intellectual hegemony. It also suggests that ontological and epistemological stances are
socially and culturally constructed, albeit reduced to linguistic constructions within UK
university contexts.
Keywords: culture; intercultural higher education; intercultural fluency; linguistic hegemony

Research paper thumbnail of Rethinking internationalisation

Executive Summary The landscape of research on the internationalisation of the curriculum in hig... more Executive Summary

The landscape of research on the internationalisation of the curriculum in higher
education is complex and meanings and practices in the area are vague. This
paper maps out the meaning and significance of internationalisation of the
curriculum and diverse ways of putting an international curriculum into practice.

What is meant by internationalisation of the higher education curriculum?
There is a lack of clarity around the concept of internationalisation of the higher
education curriculum and its boundaries and further research is needed with
respect to meaning and process. In particular, there is a need to construct a
broader perspective on the concept, which stretches beyond just curriculum
content. Equally, thinking in the area must move away from a narrow focus on
international students and provide international experiences to all university
staff and students so that they will perform successfully (professionally,
economically and socially) within diverse contexts.

Why is internationalisation of the higher education curriculum important?
• The 21st century university faces numerous challenges at local, regional
and global levels (mass migration, environmental and geographical issues,
super-diversity of the student cohorts, as well as the knowledge
paradigms, the information overload, and global interconnectedness);
• Problems and issues in the current socio-economic and geo-political
aspects demand broader, multi-perspective understanding about the
world, life and work;

• As the most visible and significant site of knowledge creation, the
university has a social responsibility to equip the members of the
society with necessary competencies, knowledge, understandings, and
new skills so that they can constantly negotiate the changing nature of
work, the labour force, information technologies and cultural identities
of people.

How can we put the international curriculum into practice?

Publications by Thushari Welikala

Research paper thumbnail of Improving intercultural learning experiences in higher education: responding to cultural scripts for learning

Research paper thumbnail of ‘Renaissance’ without enlightenment: New Labour’s ‘Learning Age’ 1997–2010

Lifelong Learning in Europe, 2013

Research paper thumbnail of Explaining the unfamiliar:Western approaches to learning

''One human being can be a complete enigma to another. We learn this when we come to another coun... more ''One human being can be a complete
enigma to another. We learn this when
we come to another country with
different traditions… even given the mastery
of the country’s language, we cannot find our
feet with them.”

Research paper thumbnail of Western approaches to learning

Research paper thumbnail of Student co-inquirers: the challenges and benefits of inclusive research

This article focuses on the process of conducting a research project which explored the universit... more This article focuses on the process of conducting a research project which explored the university student experience across three different geopolitical contexts using students studying at an English university as co-inquirers. The project sample included students at different stages of their university experience (undergraduate, postgraduate and doctoral) studying across a range of disciplines in India, Ireland and England. Qualitative interview data were collected by the student co-inquirers using Skype technology. The student co-inquirers were equal partners in all
aspects of data collection and analysis but were not part of the initial theoretical framework and methodological decisions. The student engagement as co-inquirers
provided a particular space for the student voice to be heard in making multiple meanings from the data. The shifting identities of the co-inquirers and the impact of taking part in the project on their ability to enact agency with a particular voice within a democratic, participatory research framework is discussed. The authors conclude that participation of students in research as co-inquirers involve both
risks and benefits mainly associated with the inherent difficulties with unequal power relationships, managing student agency and understanding multifaceted
complexities that arise from shifting identities.

Keywords: student as co-enquirer;

Research paper thumbnail of Disempowering and dislocating: how learners from diverse cultures read the role of the English language in UK higher education

This paper explores how the English language privileges and empowers certain epistemologies and ... more This paper explores how the English language privileges and empowers certain epistemologies and ontologies in international higher education in the UK. The author
discusses how the English language is used to construct assumptions and practices to
legitimize particular ways of constructing knowledge. The main argument is that language
provides a lead in silencing and marginalizing alternative forms of coming to know within
diverse cultures, thus creating feelings of disempowerment and dislocation for some
learners. The paper highlights how learners from different cultures make sense of the role of
language within the context of UK higher education, in terms of power, cultural politics and
intellectual hegemony. It also suggests that ontological and epistemological stances are
socially and culturally constructed, albeit reduced to linguistic constructions within UK
university contexts.
Keywords: culture; intercultural higher education; intercultural fluency; linguistic hegemony

Research paper thumbnail of Rethinking internationalisation

Executive Summary The landscape of research on the internationalisation of the curriculum in hig... more Executive Summary

The landscape of research on the internationalisation of the curriculum in higher
education is complex and meanings and practices in the area are vague. This
paper maps out the meaning and significance of internationalisation of the
curriculum and diverse ways of putting an international curriculum into practice.

What is meant by internationalisation of the higher education curriculum?
There is a lack of clarity around the concept of internationalisation of the higher
education curriculum and its boundaries and further research is needed with
respect to meaning and process. In particular, there is a need to construct a
broader perspective on the concept, which stretches beyond just curriculum
content. Equally, thinking in the area must move away from a narrow focus on
international students and provide international experiences to all university
staff and students so that they will perform successfully (professionally,
economically and socially) within diverse contexts.

Why is internationalisation of the higher education curriculum important?
• The 21st century university faces numerous challenges at local, regional
and global levels (mass migration, environmental and geographical issues,
super-diversity of the student cohorts, as well as the knowledge
paradigms, the information overload, and global interconnectedness);
• Problems and issues in the current socio-economic and geo-political
aspects demand broader, multi-perspective understanding about the
world, life and work;

• As the most visible and significant site of knowledge creation, the
university has a social responsibility to equip the members of the
society with necessary competencies, knowledge, understandings, and
new skills so that they can constantly negotiate the changing nature of
work, the labour force, information technologies and cultural identities
of people.

How can we put the international curriculum into practice?

Research paper thumbnail of Improving intercultural learning experiences in higher education: responding to cultural scripts for learning