Teaching and learning cultures in transnational higher education

The case of Finnish–Brazilian pedagogical cooperation

Bibliographic Data

ID6441287
AuthorsVesna Holubek (0000-0002-7737-0259), Leonardo Drummond (0000-0002-2094-3829), Johanna Annala (0000-0001-6531-9627), Vesa Korhonen (0000-0001-5265-4549)
Year2025
Volume18
Issue1
Pages87-111
Publication date2025-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLearning and Teaching (JOURNAL)
Journal identifiersISSN: 1755-2281 • E-ISSN: 1755-2273
PublisherBerghahn Books (PUBLISHER • GB)
DOI10.3167/latiss.2025.180106
OpenAlexW4411341751
LanguageEN
Citations received1
References cited10

This article explores the cultural aspects of transnational education by examining a case of pedagogical development cooperation between a Finnish and a Brazilian higher education institution. Informed by scholarship on transnational education, organisational cultures and poststructuralist discourse perspectives, this study analyses teaching and learning cultures at the Brazilian organisation during its education cooperation with a Finnish university. The research dataset includes texts written by thirty-eight Brazilian university teachers during a transnational education programme organised between 2017 and 2018. Our poststructuralist discourse analysis identified four discourses: (1) integral education, (2) changing roles of students and teachers, (3) contextual forces, and (4) educating for citizenship. The study shows that the transnational programme prompted a discursive transformation of teaching and learning cultures in Brazil through processes of diversification and hybridisation

Higher education · Mathematics education · Pedagogy · Political science · Sociology · Teaching method · Higher Education Governance and Development · International Student and Expatriate Challenges · Psychology

Tools

Open DOIOpen Access