Abstract
I interviewed 6 Indian graduate physiotherapy students at the end of their studies on the UK delivered MSc course on which I taught, as part of a doctoral study. The aim was to generate an understanding of participant’s professional identification development as a means of gaining a perspective on the meanings they drew from the course. I was interested in this as a consequence of having worked for a period of time in a less well resourced country and I was aware of the difficulties of applying practice in different country contexts. Via grounded theory, and in addition to individual and social identifications, it also became apparent during analysis that Indian professional working was subtly downplayed or ignored in the content and style of the programme’s pedagogic approach. The presentation will explore the stereotyping that was possible in that educational context, particularly around the assumptions educators made of international practices and the cultural superiority claimed for UK constructs. I will theorise about the impact of this on the students and how an improved curriculum might be constructed. The key interests to the listener will be the exposure of nuances in teaching positions in the context of wide power differentials between tutors and students present in transcultural classrooms as well as the ease with which oppression is exerted and even apparently welcomed by students.
Original language | English |
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Title of host publication | Centre for Racial Equality in Scotland and the University of Edinburgh 2nd International Conference 2015 |
Place of Publication | Edinburgh |
Pages | 23-24 |
Number of pages | 2 |
Publication status | Published - 26 Jun 2015 |
Event | Centre for Racial Equality in Scotland and the University of Edinburgh 2nd International Conference 2015 - John MacIntyre Conference Centre, University of Edinburgh, 24-26 June 2015 Duration: 26 Jun 2015 → … |
Conference
Conference | Centre for Racial Equality in Scotland and the University of Edinburgh 2nd International Conference 2015 |
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Period | 26/06/15 → … |