Working in the Border Zone: Developing Cultural Competence in Higher Education for a Globalized World

摘要: In this chapter we examine the tension between educational needs of a globalized world and institutional structures education system. The system encompasses market-driven funding arrangements for both research teaching in higher education, which depend on international ratings systems structured around traditional discipline areas. development these competitive market has resulted removal by institutions 'unsuccessful' disciplines, risk-averse approach to cross-disciplinary, problem-focused curricula. One most important consequences discipline-based is missed opportunity encourage reflexive thinking about normative assumptions views. An advantage interdisciplinary work that it casts new light practitioner’s own discipline, as well enabling critique other disciplines. A critical disciplinary knowledge is, propose, one conditions necessary cultural competence researchers students. Yet just now argued graduates who are culturally competent - cross-culturally aware, reflexive, engaged with community messy non-discipline-specific problems, able integrate information from many sources collaboratively – global increasingly marginalizes structural contexts foster such competence. We provide two case studies Indigenous Australia Pacific: involve students demonstrate special quality value its connection across, beyond, academic We conclude that, while political economy largely inimical competence, catalysing supporting processes responsibility world.