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A critical turn in knowledge construction in intercultural doctoral pedagogy and communication
Book chapter   Peer reviewed

A critical turn in knowledge construction in intercultural doctoral pedagogy and communication

Catherine Manathunga
The Critical Turn in Language and Intercultural Communication Pedagogy: Theory, Research and Practice, pp.109-125
Routledge Studies in Language and Intercultural Communication, 5, Routledge
2016
DOI: https://doi.org/10.4324/9781315667294-16
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https://doi.org/10.4324/9781315667294-16View
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Abstract

The impact of globalisation and widening access to postgraduate education has increased the flow of international, local culturally diverse and indigenous students enrolling in postgraduate research higher-degree programs (Grant & McKinley, 2011; Nerad & Heggelund, 2008). Trends in mobile scholarship have also increased, with academic staff becoming more likely to move between countries and universities. As a result, significantly more academics and students now engage in postgraduate supervision across cultural boundaries. Therefore, postgraduate supervision has become a significant form of intercultural communication and pedagogy. Supervisors and students working together across cultural boundaries are engaged in complex, challenging and rewarding examples of intercultural communication about research.

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