Cross-cultural collaborative inquiry: A collective case study with students from China and the US

As our world becomes more connected, globalized education becomes increasingly important. Drawing from educational cosmopolitanism and disciplinary inquiry, this collective case study focused on Chinese and US students’ demonstrations of the four capacities of Wahlström’s (2014) educational cosmopolitanism, i.e., hospitality, self-reflexivity, intercultural dialogue, and transactions of perspectives, throughout the phases of a cross-cultural collaborative inquiry project referred to as Project-Based Inquiry (PBI) Global. Data sources included (a) semi-structured student focus groups (post-PBI Global), (b) our observations and interactions with students throughout the process, (c) the students’ posts and uploads in their shared writing space, Quip, and (d) the students’ PBI Global products. Results shed light on how cross-cultural collaborative disciplinary inquiry fosters students’ demonstration and development of educational cosmopolitan capacities.

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Authors and Contributors

Dr Hiller A. Spires

Marie Pierson Himes

Teams

New Literacies Collaborative

Projects

Project-Based Inquiry Global (PBI Global)

A collaborative, inquiry-based instructional strategy that connects students internationally through interdisciplinary inquiry projects.

Published

February 11, 2020

Resource Type

Journal Article

Published By

Friday Institute for Educational Innovation

Suggested Citation

Spires, H., Medlock Paul, Himes, H. & Yuan, C. (2018). Cross-cultural collaborative inquiry: A collective case study with students from China and the US. International Journal of Educational Research, 91, 28-40.