Abstract
This chapter takes a critical view of the ideal of face-to-face dialogue between cultural groups in higher education classrooms. It takes as its point of discussion some New Zealand Pākehā (White) students’ expressions of anger at feeling ‘left out’ during a course where the instructors divided the class into two groups based on their ethnicity: Pākehā students and Polynesian (in particular indigenous Māori) students. The instructors (the authors of this paper) felt this division was in the interest of progressive teaching as well as providing learning opportunities for the students. In examining the different responses of the two groups, the authors ask higher education instructors to reconsider the ideal of cross-cultural dialogue and the fantasies on which it rests; they also offer an alternative to dialogue in postcolonial classrooms.
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Boler, M. (2004) (ed.). Democratic dialogue in education: Troubling speech, disturbing silence. New York: Peter Lang.
Fine, M., Weis, L., Powell, L. C., & Wong, L. M. (eds). (1997). Off white: Readings on race, power and society. New York: Routledge.
Smith, L. T. (2001) Decolonising methodologies: Research and indigenous peoples. London and New York, Zed Books.
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© 2007 Palgrave Macmillan, a division of Macmillan Publishers Limited
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Jones, A., Jenkins, K. (2007). Cross-cultural Engagement in Higher Education Classrooms: a Critical View of Dialogue. In: Palfreyman, D., McBride, D.L. (eds) Learning and Teaching Across Cultures in Higher Education. Palgrave Macmillan, London. https://doi.org/10.1057/9780230590427_8
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DOI: https://doi.org/10.1057/9780230590427_8
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-36040-6
Online ISBN: 978-0-230-59042-7
eBook Packages: Palgrave Language & Linguistics CollectionEducation (R0)