Making the Tacit Explicit: Rethinking Culturally Inclusive Pedagogy in International Student Academic Adaptation

    Research output: Contribution to journalJournal articleResearchpeer-review

    Abstract

    The article proposes an approach, broadly inspired by culturally inclusive pedagogy, to facilitate international student academic adaptation based on rendering tacit aspects of local learning cultures explicit to international full degree students, rather than adapting them. Preliminary findings are presented from a focus group-based exploratory study of international student experiences at different stages of their studies at a Danish business school, one of Denmark’s most international universities. The data show how a major source of confusion for these students has to do with the tacit logics and expectations that shape how the formal steps of the learning cycle are understood and enacted locally, notably how learning and assessment moments are defined and related to one another. Theoretically, the article draws on tacit knowledge and sense-making theories to analyse student narratives of their encounter with the Danish system. A framework is offered to help teachers conceptualise, and excavate, the tacit dimensions of local learning culture of which they may not be aware, and reflects on how and when these might best be communicated to international students
    The article proposes an approach, broadly inspired by culturally inclusive pedagogy, to facilitate international student academic adaptation based on rendering tacit aspects of local learning cultures explicit to international full degree students, rather than adapting them. Preliminary findings are presented from a focus group-based exploratory study of international student experiences at different stages of their studies at a Danish business school, one of Denmark’s most international universities. The data show how a major source of confusion for these students has to do with the tacit logics and expectations that shape how the formal steps of the learning cycle are understood and enacted locally, notably how learning and assessment moments are defined and related to one another. Theoretically, the article draws on tacit knowledge and sense-making theories to analyse student narratives of their encounter with the Danish system. A framework is offered to help teachers conceptualise, and excavate, the tacit dimensions of local learning culture of which they may not be aware, and reflects on how and when these might best be communicated to international students
    LanguageEnglish
    JournalPedagogy, Culture and Society
    Volume23
    Issue number1
    Pages85-106
    Number of pages22
    ISSN1468-1366
    DOIs
    StatePublished - 2015

    Keywords

      Cite this

      @article{467e40f2ce6d4218b91809e49d814930,
      title = "Making the Tacit Explicit: Rethinking Culturally Inclusive Pedagogy in International Student Academic Adaptation",
      abstract = "The article proposes an approach, broadly inspired by culturally inclusive pedagogy, to facilitate international student academic adaptation based on rendering tacit aspects of local learning cultures explicit to international full degree students, rather than adapting them. Preliminary findings are presented from a focus group-based exploratory study of international student experiences at different stages of their studies at a Danish business school, one of Denmark’s most international universities. The data show how a major source of confusion for these students has to do with the tacit logics and expectations that shape how the formal steps of the learning cycle are understood and enacted locally, notably how learning and assessment moments are defined and related to one another. Theoretically, the article draws on tacit knowledge and sense-making theories to analyse student narratives of their encounter with the Danish system. A framework is offered to help teachers conceptualise, and excavate, the tacit dimensions of local learning culture of which they may not be aware, and reflects on how and when these might best be communicated to international students",
      keywords = "International students, Higher education, Academic adaptation, Culturally inclusive pedagogy, Tacit knowledge, Culture",
      author = "Maribel Blasco",
      year = "2015",
      doi = "10.1080/14681366.2014.922120",
      language = "English",
      volume = "23",
      pages = "85--106",
      journal = "Pedagogy, Culture and Society",
      issn = "1468-1366",
      publisher = "Routledge",
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      }

      Making the Tacit Explicit : Rethinking Culturally Inclusive Pedagogy in International Student Academic Adaptation. / Blasco, Maribel.

      In: Pedagogy, Culture and Society, Vol. 23, No. 1, 2015, p. 85-106.

      Research output: Contribution to journalJournal articleResearchpeer-review

      TY - JOUR

      T1 - Making the Tacit Explicit

      T2 - Pedagogy, Culture and Society

      AU - Blasco,Maribel

      PY - 2015

      Y1 - 2015

      N2 - The article proposes an approach, broadly inspired by culturally inclusive pedagogy, to facilitate international student academic adaptation based on rendering tacit aspects of local learning cultures explicit to international full degree students, rather than adapting them. Preliminary findings are presented from a focus group-based exploratory study of international student experiences at different stages of their studies at a Danish business school, one of Denmark’s most international universities. The data show how a major source of confusion for these students has to do with the tacit logics and expectations that shape how the formal steps of the learning cycle are understood and enacted locally, notably how learning and assessment moments are defined and related to one another. Theoretically, the article draws on tacit knowledge and sense-making theories to analyse student narratives of their encounter with the Danish system. A framework is offered to help teachers conceptualise, and excavate, the tacit dimensions of local learning culture of which they may not be aware, and reflects on how and when these might best be communicated to international students

      AB - The article proposes an approach, broadly inspired by culturally inclusive pedagogy, to facilitate international student academic adaptation based on rendering tacit aspects of local learning cultures explicit to international full degree students, rather than adapting them. Preliminary findings are presented from a focus group-based exploratory study of international student experiences at different stages of their studies at a Danish business school, one of Denmark’s most international universities. The data show how a major source of confusion for these students has to do with the tacit logics and expectations that shape how the formal steps of the learning cycle are understood and enacted locally, notably how learning and assessment moments are defined and related to one another. Theoretically, the article draws on tacit knowledge and sense-making theories to analyse student narratives of their encounter with the Danish system. A framework is offered to help teachers conceptualise, and excavate, the tacit dimensions of local learning culture of which they may not be aware, and reflects on how and when these might best be communicated to international students

      KW - International students

      KW - Higher education

      KW - Academic adaptation

      KW - Culturally inclusive pedagogy

      KW - Tacit knowledge

      KW - Culture

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      DO - 10.1080/14681366.2014.922120

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      VL - 23

      SP - 85

      EP - 106

      JO - Pedagogy, Culture and Society

      JF - Pedagogy, Culture and Society

      SN - 1468-1366

      IS - 1

      ER -