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An Autoethnographic Study: Perspectives and Insights of a Cross-cultural Educator on Curriculum and Pedagogical Variation in Internationalization of Higher Education.

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Bibliographic Details
Title: An Autoethnographic Study: Perspectives and Insights of a Cross-cultural Educator on Curriculum and Pedagogical Variation in Internationalization of Higher Education.
Authors: Lin Ge1 gelinsy01@gmail.com
Source: Journal of Comparative & International Higher Education. 2025, Vol. 17 Issue 4, p76-86. 11p.
Subject Terms: *Higher education, *Educators, *Curriculum change, *Curriculum planning, Cross-cultural studies, Autoethnography, Globalization
Abstract: The article focuses on the internationalization of higher education and the experiences of a cross-cultural educator navigating curriculum and pedagogical variations between Chinese and Canadian educational contexts. It highlights the importance of teaching mobility and the integration of international and intercultural dimensions in higher education, emphasizing the distinct approaches to curriculum and pedagogy in both cultures. The author reflects on personal teaching experiences, challenges faced, and coping strategies employed to foster effective cross-cultural educational practices, aiming to contribute to the understanding of curriculum design and pedagogy in diverse educational settings. The study employs an autoethnographic methodology to explore these themes through personal narratives and reflections. [Extracted from the article]
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Database: Education Research Complete
Description
Abstract:The article focuses on the internationalization of higher education and the experiences of a cross-cultural educator navigating curriculum and pedagogical variations between Chinese and Canadian educational contexts. It highlights the importance of teaching mobility and the integration of international and intercultural dimensions in higher education, emphasizing the distinct approaches to curriculum and pedagogy in both cultures. The author reflects on personal teaching experiences, challenges faced, and coping strategies employed to foster effective cross-cultural educational practices, aiming to contribute to the understanding of curriculum design and pedagogy in diverse educational settings. The study employs an autoethnographic methodology to explore these themes through personal narratives and reflections. [Extracted from the article]
ISSN:21510393
DOI:10.64899/065629enhoql