期刊名称：International Journal of Teaching and Learning in Higher Education
电子版ISSN：1812-9129
出版年度：2013
卷号：25
期号：2
页码：223-230
出版社：International Society for Exploring Teaching and Learning
摘要：The notion of internationalization in higher education is understood as the recruitment of international students, marketing of academic programs and courses, and teaching English as a Second Language to student cohorts from Asia, Africa, and Latin America. Various models of internationalization (Knight, 2004, 2006; Leask, 2009; Pimpa, 2009; Welikala, 2011) have been explored and promoted in Canada, the United Kingdom, Australia, and New Zealand. Often, as noted in the literature, these models emphasizethe acculturation of international students into the host country culture rather than a respectful exchange of academic and cultural knowledge and ideas. The central thesis of this critical reflective discussion paper is that glocalizationin higher education is an appropriate alternative to internationalization. Glocalization advocates a positive learning experience and encourages the enhancementof learners' glocalexperience through a critical academic and cultural exchange of global and local socio-economic and political issues. Instructional strategies supporting glocalized learning curricula are recommended. The glocalization pedagogical framework for higher education, introduced in this paper, embraces the principles of social responsibility
