Re-Conceiving International Education: Theorizing Limits and Possibilities for Transcultural Learning/Refaçonner L'éducation Internationale: Théoriser Les Limites et Les Possibilités De L'apprentissage Transculturel

AbstractThis multi-voiced paper explores the micro-level dimensions of human learning and becoming from transcultural encounters, lessons and/or curriculum under heightened transnationalism. It posits that mainstream approaches to conceptualizing the 'education' of international education lack sufficient theorization of difference, sociality, history and learning in trans-local spaces and suggests that there are expanding networks of transcultural engagements to be examined under the umbrella of international education. To explore this reconceived pedagogical landscape of international education three specific cases are presented: an auto-ethnographic reflection on coming into and making sense of one's international experience, a conceptual framing of internationalizing preservice education curriculum and a qualitative analysis of the pedagogical impacts of undergraduates' international internships. Each case illustrates the complexities, possibilities and challenges of (framing) learning and becoming in sites of transcultural engagement.ResumeCet article multi-voix cherche a refaconner le terrain pedagogique de l'« education internationale » afin de niveler les relations entre le soi et l'autre dans les espaces translocaux. Les relations entre le soi et l'autre, integrees dans le monde social, nous montrent les differences radicales qui cherchent a destabiliser le soi et a preparer le terrain qui mene a resister face a la connaissance de l'autre. A partir de cette perspective, l'« education » octroyee par une education internationale a comme but de developper et de promouvoir des pedagogies qui vont promouvoir l'acceptation des differences et l'apprentissage de et a travers la difference. Cet article presente trois cas concrets transnationaux qui explorent ce contexte pedagogique refaconne. Chaque cas offre des exemples de complexite, des possibilites mais aussi des defis quant a l'apprentissage et au devenir dans des sites de plus en plus transculturel.Keywords: international education, pedagogy, identity, transcultural learning, curriculum, internationalizing educationMots-clefs: education internationale, globalisation, pedagogie, l'identite, l'apprentissage transculturel, le curriculum, l'education internationalisationIntroductionInternational education has a heightened presence under processes and imaginaries of globalization. On the one hand there is the growing intensity of transnational flows and connections spawned by immigration and Internet technologies (Appadurai, 2006). Cultural difference is inherent within Western countries and educational systems must adapt. In some parts of Canada, multicultural education now seems out-of-step with the increasing diversity of experiences and identities of new immigrants. On the other hand, as national economies, transnational corporations and educational institutions compete globally, there is a demand for both citizens and immigrants to be 'globally competent' and transnationally connected. In this vein, 'internationalization' is a key strategic aim across Canadian universities and for universities in many other countries. Under reduced government funding, universities must become more entrepreneurial (Altbach & Knight, 2007). This expanded role further intensifies branding initiatives, competing for students, and partnering internationally. For many universities 'internationalizing' is motivated by being seen as 'world class' (Marginson, 2006) and as actively engaged in real-world issues and problems that transcend national boundaries.While these pragmatic or more financially motivated agendas may not themselves be centered on processes of teaching and learning, they create conditions whereby international education is more essential and highly valued. For one example, when universities are successful in attracting international students, they are then compelled to support these students with new initiatives such as: English language learning support, enhanced social services, cultural transition programs, and internationalized curricula. …

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