ABSTRACT
Reciprocity is fundamental in theorization of social relations as dialogical and mutually constituted. At the core of social constructionist understandings of learning is the assumption that cultures are shared, socially constructed realities in which ‘others’ play an essential, irreducible part. Calls for more reciprocal relationships in international education are a challenge to all concerned stakeholders. Reciprocal approaches can uncover a deeper significance of diversity rather than simply the surface level of ethnolinguistic background, and account for the value of education for different individuals and different contexts. Engaging with differences and diversity reciprocally opens possibilities for learning and transformation for participants. Crucial to reciprocal approaches in international education is the need to recognise and build on the potential capacity of international students as partners or co-constructors of transnational knowledge. In addition, meaningful and productive reciprocity demands at least implicit recognition from participants of their own perceived norms as difference and sees diversity as mutually inclusive. This chapter provides a robust critique of reciprocity and adaptivity in international education and serves as a preamble to this volume.
