From Laoshi to Partners in Learning: Pedagogic Conversation Across Cultures in a Global Classroom

• In Event: Roundtable Session 96
  In Roundtable Session: Postcolonialism and Multiculturalism: Implications for Pedagogy

Abstract

Under the impact of accelerating globalization in education sector, classrooms in Canadian higher education is becoming more and more internationalized in terms of diversity of students, curriculum, educational philosophies, and pedagogical relationships. This paper looks into the highly contested issue of teaching critical thinking and employing critical pedagogy in classrooms where a significant number of the students are Chinese. This paper examines how the fundamental educational philosophies and values become complicated conversations in a global classroom and argues that both teachers and students play critical roles in order to achieve the educational goal of developing critical intellectuals who are able to understand, appreciate, and manage the interaction between their cultural identity and the development of criticality.

Authors

• Linyuan Guo, University of Prince Edward Island

• Michael O'Sullivan, Brock University