Edited By Vesa Korhonen and Pauliina Alenius
Internationalisation have recently featured in discussions and initiatives related to various fields of higher education. Educational leaders, institutions and national policy-makers, but also international actors, such as the European Union and UNESCO, have promoted the internationalisation of higher education. Increasing emphasis on internationalisation has diversified also teaching and learning contexts in higher education and has given rise to a growing need for searching appropriate cross-cultural pedagogical approaches. However, internationalisation in the context of higher education is a multifaceted concept and involves more than just one international dimension in institutional or pedagogical activities. These recent developmental features are examined in the book with the conceptual lense of emerging pattern of internationalisation.
7. How much cultural diversity is embraced in European higher education? Growing challenges, policy interventions and pedagogical approaches for migrant and ethnic minority students (George K. Zarifis / Achilleas Papadimitriou)
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GEORGE K. ZARIFIS & ACHILLEAS PAPADIMITRIOU
7. How much cultural diversity is embraced in European higher education? Growing challenges, policy interventions and pedagogical approaches for migrant and ethnic minority students
Abstract: The focal point of this chapter is to underline the urgent need to the reforming of teaching and learning in European higher education for the improvement of the access, retention and attainment of migrants and ethnic minority students, with references to relevant literature and to some interesting practice examples. The authors argue that today more than ever there is a clear need and demand for training of higher education staff (academic and non-academic) in relation to migrant students, for reform in the delivery of support for these learners, and in the intercultural dimension for all learners. The chapter highlights the various challenges faced by European HE institutions today with regard to embracing cultural diversity and focuses on some policy interventions and practical approaches to the experience of HE students with migrant and ethnic minority background. The authors further present and analyse some interesting pedagogical approaches only to exemplify the lack of intercultural competence by the majority of relevant teaching and administrative staff, and they conclude with some suggestions on how targeted pedagogical interventions in existing HE curricula could improve the situation for students of ethnic and migrant background.
The subject of internationalisation and transnationalisation of higher education (HE) in Europe cannot be approached without any reference...
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