Transnational Pedagogy from Policy to Practice: Beginnings of the Journey

Abstract

In 2005, the University of Southern Queensland (USQ) declared its vision to be Australia's leading transnational educator. To define and develop USQ's 'transnational pedagogy', the then Pro Vice-Chancellor (Regional Engagement and Social Justice) initiated a consultative project team from across the university community, consisting of Excellence in Teaching Award winners and noted teachers nominated by their Faculties. This paper describes this attempt to operationalise the transnational agenda 'glocally' by considering the 'global' within 'local' contexts. A genealogical approach was used as a diagnostic tool to facilitate and problematise the stages along the journey. The approach involved consultation and collaboration, from the early stages of problematising and conceptualising transnational pedagogy to developing the USQ transnational framework of principles and strategies for learning and teaching. The six stages described in the paper include: problematisation, reflection on past and present practices, re-evaluation of truths, development of shared understandings, evolution of processes, and identification of future possibilities. The paper reports on these processes of collaboration and outlines how the conceptual framework of transnational teaching and learning was disseminated throughout the USQ community.