Working in the border zone: Developing cultural competence in higher education for a globalized world

Palmer, J; Carter, J

Working in the border zone: Developing cultural competence in higher education for a globalized world

Palmer, J

Carter, J

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Publication Type:: Journal Article
Citation:: Knowledge Cultures, 2014, 2 (4), pp. 22 - 44
Issue Date:: 2014-01-01

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Field	Value	Language
dc.contributor.author	Palmer, J https://orcid.org/0000-0002-4131-4482	en_US
dc.contributor.author	Carter, J	en_US
dc.date.issued	2014-01-01	en_US
dc.identifier.citation	Knowledge Cultures, 2014, 2 (4), pp. 22 - 44	en_US
dc.identifier.issn	2327-5731	en_US
dc.identifier.uri	http://hdl.handle.net/10453/30607
dc.description.abstract	© 2014 by the Contemporary Science Association, New York. In this paper we examine the tension between the educational needs of a globalized world and the institutional structures of a globalized education system. One of the most important consequences of the current discipline-based education system is a missed opportunity to encourage reflexive thinking about discipline-based normative assumptions and world views. We argue that this is one of the conditions necessary for producing researchers and students who are culturally competent: able to engage with the community in messy non-disciplinespecific problems, critique and integrate information from many knowledge sources and work collaboratively. We report on two case studies in Indigenous Australia and the Pacific: projects that involved students and that demonstrate the special quality and value of cultural competence and its connection with work across, and beyond, academic disciplines.	en_US
dc.relation.ispartof	Knowledge Cultures	en_US
dc.title	Working in the border zone: Developing cultural competence in higher education for a globalized world	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	2	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/DVC (Research)/Institute For Sustainable Futures
utslib.copyright.status	open_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	2	en_US

Abstract:

© 2014 by the Contemporary Science Association, New York. In this paper we examine the tension between the educational needs of a globalized world and the institutional structures of a globalized education system. One of the most important consequences of the current discipline-based education system is a missed opportunity to encourage reflexive thinking about discipline-based normative assumptions and world views. We argue that this is one of the conditions necessary for producing researchers and students who are culturally competent: able to engage with the community in messy non-disciplinespecific problems, critique and integrate information from many knowledge sources and work collaboratively. We report on two case studies in Indigenous Australia and the Pacific: projects that involved students and that demonstrate the special quality and value of cultural competence and its connection with work across, and beyond, academic disciplines.

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http://hdl.handle.net/10453/30607