Abstract
Teaching practitioners in higher education are increasingly encouraged to engage in collaborative projects. This work follows from scholars who have lauded COIL and other collaborative projects for facilitating global citizenry and providing third spaces for learning (Guimaraes & Finardi, 2021). This paper reports on a case study of a collaborative project between a University in Durban, South Africa and one in Amsterdam, The Netherlands. Based in Media and Business the project focuses on intercultural communication. This paper will look at the successes of the project for international collaboration and communication. However, embedded in these discussions the paper will also tease out the pedagogic intersections that characterise the dynamics of the two spaces and how they promote inclusion and equality (Wimpenny, Finardi, Orsini-Jones & Jacobs, 2022). The project uses as its basis for discussion reflection papers that students wrote at the end of the project as well as a focus group with students. In doing so we will be able to reflect on the outcomes of the project and students’ reflections on the process. These will be analysed for how they reveal insights into their engagements across different contexts and whether and in what ways learning was facilitated. This speaks to goals aligned with sustainable development goals and bridging developmental divides with the global South.
Author Information
Tarryn Frankish, Durban University of Technology, South Africa
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