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Participative pedagogies, group work and the international classroom: an account of students’ and tutors’ experiences

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Participative pedagogies, group work and the international classroom: an account of students’ and tutors’ experiences. / Elliott, Carol; Reynolds, Michael; Kerrane, Ben.
In: Studies in Higher Education, Vol. 39, No. 2, 2014, p. 307-320.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Elliott, C, Reynolds, M & Kerrane, B 2014, 'Participative pedagogies, group work and the international classroom: an account of students’ and tutors’ experiences', Studies in Higher Education, vol. 39, no. 2, pp. 307-320. https://doi.org/10.1080/03075079.2012.709492

APA

Elliott, C., Reynolds, M., & Kerrane, B. (2014). Participative pedagogies, group work and the international classroom: an account of students’ and tutors’ experiences. Studies in Higher Education, 39(2), 307-320. https://doi.org/10.1080/03075079.2012.709492

Vancouver

Elliott C, Reynolds M, Kerrane B. Participative pedagogies, group work and the international classroom: an account of students’ and tutors’ experiences. Studies in Higher Education. 2014;39(2):307-320. Epub 2012 Sept 12. doi: 10.1080/03075079.2012.709492

Author

Elliott, Carol ; Reynolds, Michael ; Kerrane, Ben. / Participative pedagogies, group work and the international classroom : an account of students’ and tutors’ experiences. In: Studies in Higher Education. 2014 ; Vol. 39, No. 2. pp. 307-320.

Bibtex

@article{63069af4c1804d3d87c4b7698c697726,
title = "Participative pedagogies, group work and the international classroom: an account of students{\textquoteright} and tutors{\textquoteright} experiences",
abstract = "The focus of the paper is to consider the ways in which the cultural complexity inherent in multinational student groups is thrown into relief when participative methods are used. Participative approaches are a means of encouraging students to learn from each other's ideas and experience and, from a critical perspective, as supporting democratic values. The authors draw on their reflections of working with multinational student groups and on former students' projects in which they examined their own and fellow students' learning experiences. Theoretical frameworks which illustrate contrasting perspectives are considered for their potential contribution to our understanding of the sociopolitical processes involved in the participative, multinational classroom, and to supporting students and tutors in working with such complexities.",
keywords = "multinational classroom, participative pedagogies, critical perspectives, group work, management students",
author = "Carol Elliott and Michael Reynolds and Ben Kerrane",
year = "2014",
doi = "10.1080/03075079.2012.709492",
language = "English",
volume = "39",
pages = "307--320",
journal = "Studies in Higher Education",
issn = "0307-5079",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Participative pedagogies, group work and the international classroom

T2 - an account of students’ and tutors’ experiences

AU - Elliott, Carol

AU - Reynolds, Michael

AU - Kerrane, Ben

PY - 2014

Y1 - 2014

N2 - The focus of the paper is to consider the ways in which the cultural complexity inherent in multinational student groups is thrown into relief when participative methods are used. Participative approaches are a means of encouraging students to learn from each other's ideas and experience and, from a critical perspective, as supporting democratic values. The authors draw on their reflections of working with multinational student groups and on former students' projects in which they examined their own and fellow students' learning experiences. Theoretical frameworks which illustrate contrasting perspectives are considered for their potential contribution to our understanding of the sociopolitical processes involved in the participative, multinational classroom, and to supporting students and tutors in working with such complexities.

AB - The focus of the paper is to consider the ways in which the cultural complexity inherent in multinational student groups is thrown into relief when participative methods are used. Participative approaches are a means of encouraging students to learn from each other's ideas and experience and, from a critical perspective, as supporting democratic values. The authors draw on their reflections of working with multinational student groups and on former students' projects in which they examined their own and fellow students' learning experiences. Theoretical frameworks which illustrate contrasting perspectives are considered for their potential contribution to our understanding of the sociopolitical processes involved in the participative, multinational classroom, and to supporting students and tutors in working with such complexities.

KW - multinational classroom

KW - participative pedagogies

KW - critical perspectives

KW - group work

KW - management students

U2 - 10.1080/03075079.2012.709492

DO - 10.1080/03075079.2012.709492

M3 - Journal article

VL - 39

SP - 307

EP - 320

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 2

ER -