ERIC Number: EJ1223502
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Claiming a Pedagogy of Interruption through International Experiences
Thompson, Ashleigh B.
New Educator, v15 n3 p178-186 2019
This essay shares impressions from French and German higher education through a comparative US lens, with a special focus on internationalization and mobility. The author integrates the theoretical lens of Gert Biesta's Pedagogy of Interruption to posit that international experiences facilitate encounters with otherness that spark new ways of seeing and thinking. These disruptive experiences can be particularly generative in education, which fosters reflective practice, and for teacher educators themselves. Key questions for considering international approaches to teacher education touch on themes such as global citizenship, relationality, student diversity and transnational partnership.
Descriptors: Student Diversity, Higher Education, Comparative Education, International Education, Student Mobility, Study Abroad, Teaching Methods, Educational Theories, Reflective Teaching, Thinking Skills, Cultural Awareness, Educational Experience, Global Approach, Citizenship, Partnerships in Education, Foreign Countries, College Faculty, Federal Legislation, Federal Programs, International Educational Exchange, Deans, Administrator Attitudes, Universities, Refugees, Faculty Mobility, College Students
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: France; Germany; United States
Identifiers - Laws, Policies, & Programs: Fulbright Hays Act