Reconceiving International Education: Theorizing Limits and Possibilities for Transcultural Learning
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This 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.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it