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Pedagogic Democracy versus Pedagogic Supremacy: Migrant Academics’ Perspectives

Rao, Namrata, Mace, Will, Hosein, Anesa and Kinchin, Ian M. (2019) Pedagogic Democracy versus Pedagogic Supremacy: Migrant Academics’ Perspectives Teaching in Higher Education.

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Abstract

This paper investigates the underexplored area of othering of migrant academics within their teaching context. Nine personal narratives of migrant academics’ teaching were analysed qualitatively for indications of pedagogical othering. Migrant academics indicated the need to align their own pedagogic values and practices with that of their host institutions they work in as they felt their own values and practices were considered less desirable. We argue, from a Gramsci’s hegemonic perspective that the pedagogic adaptation by migrant academics aimed at improving student learning is not problematic in itself, but more problematic is the inequality of opportunity for migrant academics to contribute to pedagogical decisions which can meaningfully influence the departmental culture. Lack of pedagogic democracy where the ‘home’ academic environment has a monopoly of knowledge and a hegemonic position regarding learning and teaching can compromise the student-learning experience by limiting articulation of alternative pedagogical perspectives by the migrant international academics.

Item Type: Article
Divisions : Department of Higher Education
Authors :
NameEmailORCID
Rao, Namrata
Mace, Willwilliam.mace@surrey.ac.uk
Hosein, Anesaa.hosein@surrey.ac.uk
Kinchin, Ian M.i.kinchin@surrey.ac.uk
Date : 2019
Copyright Disclaimer : © 2019 Taylor & Francis
Uncontrolled Keywords : Academic mobility; Migrant academics; Pedagogic othering; Pedagogic democracy; International academics
Related URLs :
Depositing User : Clive Harris
Date Deposited : 08 Apr 2019 09:32
Last Modified : 08 Apr 2019 09:32
URI: http://epubs.surrey.ac.uk/id/eprint/850993

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