|Published online: October 2, 2015||$US5.00|
This paper critically reflects on a neoliberal paradigm and attempts to propose ways of addressing issues of diversity through engagement and utilization of inquiry-based education within a postgraduate multicultural classroom. The notion of mutuality and reciprocity is examined in the light of a co-creative teaching experience in a postgraduate multicultural classroom. A method of inquiry learning called Academic Co-Creative Inquiry (ACCI), which tends to cater for diversity, is presented, explored, and opened for critical reflection in terms of its viability in a range of teaching contexts. The following questions are explored: What is the purpose of tertiary education within a globalized context of increasing diversity? How can diversity, inquiry, and co-creation become antidotes to neoliberalism within a globalized university? How is co-creative learning different, and how does it contribute to the transformation of tertiary education? What are the challenges of this kind of transformation? How can ACCI help academics to remain critics and the conscience of society, retain their academic integrity, and support its transformation?
|Keywords:||Inquiry Learning, Co-creation, Transcultural, Postgraduate Learning|
The International Journal of Diversity in Education, Volume 15, Issue 4, December 2015, pp.9-19. Article: Print (Spiral Bound). Published online: October 2, 2015 (Article: Electronic (PDF File; 399.943KB)).
Associate Professor, School of Health and Social Services, College of Health, Massey University, Auckland, NZ, New Zealand