Pursuing Cross-Cultural Pedagogical Success in China

William E. Allen


The purpose of this article is to present issues for research consideration related to cross-cultural teaching challenges as an American in China. This article describes my pedagogical practices and insight after five years of teaching business ethics, management and leadership primarily to Chinese undergraduate students in Henan Province, Central China. The issues raised and the suggestions for future research explored herein will hopefully lead to greater understanding and pedagogical success for American teachers working in China. In addition, cross-cultural educators may gain at least one critical tool or insight to increase their teaching efficacy as all educators are teaching cross-culturally with the presence of ethnic groups and international students in classrooms. At a minimum, this discussion may shorten the learning curve a bit for those recent to the profession who find themselves in an unfamiliar cultural environment and who strive to adapt their pedagogy for improved classroom experiences and student-centered course outcomes.

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DOI: https://doi.org/10.11114/ijce.v2i1.4079


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International Journal of Contemporary Education

ISSN 2575-3177 (Print)   ISSN 2575-3185 (Online)

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