Identities in the Era of Globalisation (original) (raw)
Related papers
Re-imagining teachers’ identity and professionalism under the condition of internationalisation.
Tran, L. T. & Nguyen, N. (2015, forthcoming). Re-imagining teachers’ identity and professionalism under the condition of internationalisation. Teachers and Teaching: Theory and Practice. Around the world, 4.3 million students are engaged in international education each year. However, there is a paucity in theory and empirical research on teachers’ professionalism in international education. This paper aims to fill out this gap and contribute to our understanding of teachers’ changing roles and identity due to the impact of internationalisation and the growth of international students. Drawing on positioning theory as a conceptual framework to understand teachers’ roles and identity, this paper shows the emergence of teacher sub-identities as a reciprocal intercultural learner and an adaptive agent. It argues that these sub-identities are central to teachers’ development of cosmopolitan qualities in the contemporary context of international education.
Teachers and Teaching, 2018
This research study focuses on the ways in which teachers' professional identity is being shaped and influenced in 'super-diverse' school settings. For the purposes of this research, we used the Cyprus educational system as our case study to investigate how teachers experience the enactment of intercultural education at the school level. To this end, 20 interviews were carried out along with 11 female and 9 male teachers of 10 primary schools, which presented diverse profiles of their student populations. Research data revealed that teachers' professional identity and its underpinning constructs such as emotions, job satisfaction, professional commitment, autonomy and confidence were constantly challenged and negotiated within the changing educational setting. Contextual and professional factors such as work intensification, lack of training and resources, lack of respect and negligence of teachers' previous experiences, ideologies, values and beliefs were found to affect teachers' identity and consequently intercultural policy enactment. Therefore, the case is made that the complexity of professional identity needs to be taken into account by policymakers because teachers are the ones who embrace, reinterpret and develop the curriculum. The way and degree to which teachers understand, adjust, perceive and enact on educational policies are affected by the extent to which these policies interact with and challenge existing identities.
Teaching Education, 2020
Around the world, over 5.3 million students were engaged in international education in 2017. In Australia, international students made a significant contribution to the country's economy and its society. However, there is a paucity in theory and of empirical research on the effects of field experience on international preservice teachers (IPSTs). Addressing this gap, the paper contributes to an understanding of the changes to the identities of IPSTs engaged in field experiences. Drawing on a single case study of a group of first-year IPSTs undertaking a non-assessed field experience, the concept of 'transcultural' is employed to understand the links between culture, place and identity that the cohort experience in the host education sites. This paper shows the emergence of how IPSTs understand how children learn and its connection with pedagogy as part of them becoming transcultural. While this study occurs before COVID-19, it argues for shared responsibility between universities, education sites and teachers to enable the transcultural meanings to be established within the field experience, thereby creating inclusive conditions central to IPSTs' contribution to the existing cultural and linguistic diversities in education settings. This is even more vital under the changed circumstances of COVID-19.
Internationalising a school: teachers’ perspectives on pedagogy, curriculum and inclusion
TESOL in Context
The increase of internationalisation in Australian schools marks this as a significant teaching and learning experience for many teachers, specifically those in the secondary school. This case study of a secondary school investigated the concerns of teachers impacted by the implementation of an internationalisation policy. The study examined the teachers’ responses to issues often associated with internationalisation in schools: pedagogy, curriculum and student inclusion. Four key concerns emerged in the data: (i) feelings of being ill-prepared; (ii) questions about curriculum enactment and student participation; (iii) the need for greater intercultural competence; and (iv) a lack of clarity about the relationship between language and literacy. The paper explores the implications of these concerns for teachers’ practices and professional development as well as the place of international students in the school community.
The ‘Intercultural’ Teacher – A New Response to the Teaching Career
Procedia - Social and Behavioral Sciences, 2014
Starting from the salient needs, pressures and trends underpinning 'the global village' world around us, the paper revisits the concept of the foreign language teacher's profile from a renewed perspective-the 'intercultural' practitioner. Are today's teachers-in terms of professional competence and personality-expected to be different from what they used to be a few years ago? If they are, why and how is this remodelling of profile taking place? Seeking answers to these questions, the discussion in this paper will focus on the main requirements imposed on the teaching profession by the culturally-diverse and globalized world around us. All of us, as active members of the local teaching community, need to be aware of what professional challenges lie ahead of us. To this effect, the author is trying to pinpoint the components of the 'intercultural' teacher's profile not only intuitively but also based on the research coming from the field of foreign language education. According to the view expressed in the article, the formation of the modern 'intercultural' foreign language practitioner requires a 'culture' change in the profession which invites teachers to step outside the traditional frameworks of thought, behaviour and practice towards further professional and personal growth in keeping with the times.
Global Imaginings: Imagining the Teacher
Educational Practice and Theory, 2008
The article examines the effects of globalisation on teacher education students. The authors analyse some of the responses of a group of international teacher education students to such issues as their perceptions of globalisation, cultural diversity and cultural understandings of teachers' professional identities.
International Schools as Transnational Spaces for Global Learning and Identity Development
Journal of Research in International Education, 2023
P-12 (pre-school-grade 12) international schools educate increasing numbers of local and expatriate students, who make up a growing proportion of tertiary (university level) international students. Using the transnational social fields framework, this phenomenological study focused on the experiences of 19 students from international schools in China, India, and the United Arab Emirates in order to better understand how these schools contribute to the development of students' identity and how they experience global learning. Findings include rich examples and narratives of how students gained an appreciation of diversity, found a sense of belonging in differing ways, reflected on their privilege, and developed intercultural understanding through global learning. This study provides further motivation for higher education (university level) institutions to gravitate from a deficit or monocultural perspective of international students, toward acknowledgement of the diverse hybrid identities and knowledge that international students bring to tertiary institutions.