Many Cultures or None? Sighting and Assessing a Post-cultural Pedagogical Paradigm

Abstract

The internationalisation of teaching and learning in higher education necessarily invokes the concept of culture with its emphasis on improving cultural awareness and developing intercultural competency. However, how students and academics respond to manifestations of culture in teaching and learning and how their perceptions have changed over the years have seldom been explored. Drawing on data from four studies on internationalisation, three paradigms of cultural responses in teaching and learning are identified: (1) a multicultural paradigm; (2) an intercultural paradigm; and (3) a post-cultural paradigm. Within institutions, all three paradigms co-occur, in different degrees. However, there are intimations here of a shift in the balance of the three paradigms over time. Further, this chapter poses questions about the pedagogical implications for internationalisation and interculturality in higher education so suggesting the opening of a future research programme on the relationship between pedagogy and culture.

Citation

Welikala, T. and Barnett, R. (2021), "Many Cultures or None? Sighting and Assessing a Post-cultural Pedagogical Paradigm", Kumar, M. and Welikala, T. (Ed.) Teaching and Learning in Higher Education: The Context of Being, Interculturality and New Knowledge Systems, Emerald Publishing Limited, Leeds, pp. 275-289. https://doi.org/10.1108/978-1-80043-006-820211021