ABSTRACT

Developing a deeper understanding of factors that influence learning and teaching in widening culturally diverse learning environments is necessary in proactively planning supports and pedagogical approaches that encourage integration, intercultural understanding and respect for cultural difference. This qualitative descriptive study reports on the experiences and perceptions of teaching faculty and students (domestic and international) of learning and teaching in postgraduate culturally diverse environments. Three themes were generated from the data: ‘early apprehension’, ‘cautious engagement’ and ‘shared acceptance’, highlighting the multifaceted responses to cultural diversity in the learning environment. These findings illuminate how learning and teaching in widening culturally diverse education settings require careful, sensitive and proactive planning and supports. The individuality of learning experiences, self-preservation of identities, narrow perceptions of cultural difference and unconscious ‘othering’, influenced learning behaviours, integration and cohesive learning. The findings also highlight the necessity of adopting culturally responsive pedagogies.

摘要

深入了解在扩大的多元文化学习环境中影响学习和教学的因素对于积极规划鼓励融合、跨文化理解和尊重文化差异的支持和教学方法是必要的。这项定性描述性研究报告了教师和学生（国内和国际）在研究生多元文化环境中学习和教学的经验和看法。数据产生了三个主题：“早期忧虑”、“谨慎参与”和“共同接受”，突出了学习环境中对文化多样性的多方面反应。这些发现阐明了在不断扩大的多元文化教育环境中的学习和教学如何需要仔细、敏感和积极主动的规划和支持。学习经历的个性、身份的自我保护、对文化差异的狭隘理解和无意识的“他者化”影响了学习行为、整合和凝聚力学习。调查结果还强调了采用文化响应教学法的必要性。