In this article, we explore issues of social inclusion in the internationalised higher education classroom of an Australia pathway program. There is growing interest and literature on the importance of social inclusion and intercultural ‘mixing’, but seldom are these issues examined or addressed at the micro level of the classroom. Data were collected for this ethnographic case study through in-depth interviews and classroom observations. It was found that participants engaged, learned and flourished most in classes where they felt socially connected. Although the students prioritised ‘mixing’ with peers from diverse backgrounds as fundamental to their intercultural learning experience, enacting ‘mixing’ proved difficult. Contrary to the literature, opportunities for ‘mixing’ were plentiful, however, without guidance or support, the students were unable to take up those opportunities and sustain intercultural interactions. It was found that learner emotion often underpinned failed attempts at ‘mixing’. It is argued, therefore, that learner emotion be brought to the fore of the changing pedagogy that prioritises social inclusion as a key component to a quality internationalised higher education learning experience. This would enable and empower practitioners to address some of the issues of internationalisation and realise its potential benefits in their classrooms.
|Number of pages||11|
|Journal||International HETL review|
|Publication status||Published - 2015|
- higher education
- social inclusion
- learner emotion