Culture, cognition and communication in global education

Abstract

This paper is intended to provoke discussion of the complexities brought about by differences in pedagogic and linguistic cultures and the hidden international problems that globalisation of education therefore creates. Worldwide students encounter discourse problems rather than simple language difficulties. Yet their learning is judged by English‐western norms giving high value to criticality as well as 'Standard English'. It is argued that when online global higher education addresses multi‐cultural issues it needs to include re‐examination of related fundamental presumptions.