The three sections of this chapter explore two major themes: academic identity and transnational working, and knowledge underpinnings for learning and teaching practices with diverse students in diverse contexts, specifically with regard to theories of culture and of learning and teaching. In the reshaping of global higher education, part of which is the emergence of the post-national university and the associated expansion in learner diversity, new academic spaces, practices, and relationships are being formed and dissolved. As with other impacts of globalization, inequalities and contestations emerge for the academic community, raising in particular questions concerning who has access to these new spaces, on whose terms, with regard to whose worldviews, embedded in whose academic cultures, and performed in whose language. As has long been experienced by faculty identified as members of minority groups, there is significant danger, and some evidence, that majority voices are loudest and ears least open.
Swipe to navigate through the chapters of this book
Please log in to get access to this content
To get access to this content you need the following product:
- Global Academics
- Macmillan Education UK
- Sequence number
- Chapter number