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dc.contributor.authorHirst, Elizabethen_US
dc.contributor.authorBrown, Raymonden_US
dc.contributor.editorHellsten, Meeri & Reid, Annaen_US
dc.date.accessioned2017-04-24T11:17:45Z
dc.date.available2017-04-24T11:17:45Z
dc.date.issued2008en_US
dc.date.modified2011-05-12T07:01:28Z
dc.identifier.isbn9781402088575en_US
dc.identifier.doi10.1007/978-1-4020-8858-2_12en_AU
dc.identifier.urihttp://hdl.handle.net/10072/36399
dc.description.abstractIn light of the transformed nature of international education and Australian Universities' increasing reliance on international student enrolments, it is imperative that learning environments are designed to facilitate the development of students' intercultural understandings so they may fluently and flexibly move and deal with these new conditions - with transnational and local diversity - to develop 'cosmopolitan' identities (Luke, 2004). To achieve this, carefully constructed pedagogies are required which privilege diversity and facilitate the interanimation of the diverse voices that students, teachers and texts bring to classroom interactions. This chapter reports on a research study which considers the challenge of developing a collaborative learning environment with and for a diverse group of both international and domestic postgraduate students. Informed by a sociocultural approach to learning which views pedagogy as a dialogic relationship (Halasek, 1999), this study analyses the implementation of a pedagogical model, Collective Argumentation (Brown and Renshaw, 2000), designed to enhance dialogicality, harness diversity and promote inclusivityen_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSpringeren_US
dc.publisher.placeHeidelberg, Germanyen_US
dc.publisher.urihttp://www.springerlink.com/en_AU
dc.relation.ispartofbooktitleResearching International Pedagogies: Sustainable Practice for Teaching and Learning in Hgher Educationen_US
dc.relation.ispartofchapter11en_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom179en_US
dc.relation.ispartofpageto199en_US
dc.relation.ispartofedition1en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330199en_US
dc.titlePedagogy as Dialogic Relationship: Fostering Cosmopolitan Teacher Identitiesen_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Book Chapters (HERDC)en_US
dc.type.codeB - Book Chaptersen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2008
gro.hasfulltextNo Full Text


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