Learning in plural cultural context

Abstract

Purpose – This paper aims to reconstruct the metaphor of classroom learning in plural cultural context. It underscores the essential complexity of the human learning and argues for multiple pedagogical practices as a tool for instructional engagement. Design/methodology/approach – Technological innovations have given new meanings and interpretations to the social vocabulary of learning across the world. These innovations have created cultural contexts in which metaphor of classroom learning needs to be revisited and reassessed. It discusses the concept of classroom learning in a humanistic cultural context and explores a methodological framework for multiple pedagogic practices a tool for learning engagement based on critique of divergent themes in pedagogical literature. Findings – It is argued that classroom learning is a complex microcosm of human bodies, minds and cultures, necessitating major adaptations, both from teachers and learners. It is a continuous engagement, borne out of mutual willingness of teachers and learners to become indivisible part of whole living experience of learning. Classroom as a metaphor of learning would continue to inspire the serious learners, have responded to technological innovations, currently experienced by the human societies across the world, and has gone on to become a “cyber-classroom” in the era of globalization. Originality/value – The paper highlights underlying cultural complexities of human learning and hence underscores the need for a revised and pluralistic curriculum for the global management education and those who are engaged in it.