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Cross-Cultural Collaborative Inquiry: A Collective Case Study with Students from China and the US
ARTICLE

, , College of Education, United States ; , The Friday Institute for Educational Innovation, United States ; , College of Education, United States

International Journal of Educational Research Volume 91, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

As our world becomes more connected, globalized education becomes increasingly important. Drawing from educational cosmopolitanism and disciplinary inquiry, this collective case study focused on Chinese and US students’ demonstrations of the four capacities of Wahlström’s (2014) educational cosmopolitanism, i.e., hospitality, self-reflexivity, intercultural dialogue, and transactions of perspectives, throughout the phases of a cross-cultural collaborative inquiry project referred to as Project-Based Inquiry (PBI) Global. Data sources included (a) semi-structured student focus groups (post-PBI Global), (b) our observations and interactions with students throughout the process, (c) the students’ posts and uploads in their shared writing space, Quip, and (d) the students’ PBI Global products. Results shed light on how cross-cultural collaborative disciplinary inquiry fosters students’ demonstration and development of educational cosmopolitan capacities.

Citation

Spires, H.A., Medlock Paul, C., Himes, M. & Yuan, C. (2018). Cross-Cultural Collaborative Inquiry: A Collective Case Study with Students from China and the US. International Journal of Educational Research, 91(1), 28-40. Elsevier Ltd. Retrieved November 11, 2019 from .

This record was imported from International Journal of Educational Research on January 29, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2018.07.002

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