ABSTRACT
In a book such as this, including a chapter that engages with the theoretical literature of learning and teaching in higher education would seem to be imperative, but seeking to disentangle theoretical frameworks of pedagogy from my everyday practice so that they can be examined meticulously and articulated clearly feels somewhat disingenuous and inconsistent with the journeying metaphor that I have established. I have realised, however, that if I eschew a discussion on learning and teaching in higher education, I may, legitimately, be accused of demonstrating a lack of awareness of the silent assertion of ‘a model of HE practice that is enculturated rather than culturally problematised’ (Turner and Robson, 2008: 20). I have been ‘problematising’ my model of higher education practice for the past ten years. In this chapter, therefore, I intertwine the intersubjective voices of students’ and academics’ experiences of internationalisation with more conceptual discussions of learning and teaching.
