Classroom encounters: international students’ perceptions of tutors in the creative arts
In recent decades much has been written about the internationalization of universities in the English-speaking world, and this research has focused mainly on international students and their inability to adapt adequately to the processes of teaching and learning in those universities. Globalization, and the accelerated pace of interconnectivity with the help of rapid technological innovations, has thus transformed higher education and its cultural complexity as never before. As Rizvi and Lingard put it, ‘the cultural Other is no longer remote, exotic, or mystical and beyond our reach. The Other is all around us. The ensuing cultural diversity has clearly enriched us – hybridity has almost become the cultural norm’ (Rizvi and Lingard 2000: 419). However, much less attention has been paid to how these students are being taught. The student body may be increasingly global but the teaching staff often appears to cater mainly for local needs.