Degree
Master of Arts
Program
Education
Supervisor
Zhang, Zheng
Abstract
The purpose of this systematic literature review (SLR) was three-fold: to identify the trends of the reviewed research on transnational education (TNE) and investigate the reported affordances of TNE and the implications for TNE in curriculum, pedagogy, and teacher training regarding expanding learners’ literacy and identity options. Through the lens of a multiliteracies framework, this SLR is premised on 60 screened articles that are based on the understandings of the relationships between TNE, literacy and identity options for students in globalized contexts. Findings indicate that this study offers TNE scholars future areas of research to investigate. It enhances the existent understandings of the affordances of TNE around the globe and offers insights into cross-border curriculum decision making for growing TNE programs. The study also provides suggestions about pedagogy in TNE classrooms to expand students’ literacy and identity options, which is insightful for pre-service and in-service teacher training for cross-border education.
Recommended Citation
McKishnie, Bethany C., "Trends, affordances, and implications for learners' literacy and identity options: A systematic review of studies on transnational education" (2018). Electronic Thesis and Dissertation Repository. 5232.
https://ir.lib.uwo.ca/etd/5232
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education and Teaching Commons