A large amount of literature critiquing the nature and practice of higher education has emerged in the wake of globalisation. This special issue represents a range of intellectual debates around the challenges facing educators in globalised higher institutions, especially where Asian international students are concerned. Read together, the four articles contribute to an emerging body of critical research which de-essentialises solid forms of educational imaginary and embraces heterogeneity of knowledge domains and pedagogy in the ever-changing universe. With a shared vision of providing a high quality, equitable, and global learning experience for all students, these papers interrelate through four parameters: (1) pluralising the disciplinary knowledge base and diversifying curricula and programmes for all students to serve the global community, (2) calling for a progressive pedagogy which takes into account the ‘transcultural’ flow of knowledge on campus and offers students an equal access to quality-orientated education, (3) problematising the ‘imagineering’ of study abroad and proposing a reshaping of research and teaching practices away from a ‘pure’ cultural and intercultural preparation of mobile students and cultural essentialism, and (4) taking into consideration of the fluidity and personal agencies and internationalising effect of international students and moving beyond methodological nationalism.

中文翻译：

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教育亚洲国际学生：迈向跨文化范式

在全球化之后出现了大量批判高等教育的性质和实践的文献。本期特刊代表了围绕全球化高等教育机构中教育工作者所面临挑战的一系列智力辩论，尤其是亚洲国际学生所面临的挑战。一起阅读，这四篇文章有助于形成一个新兴的批判性研究机构，这些研究机构将教育想象的实体形式去本质化，并在不断变化的宇宙中拥抱知识领域和教学法的异质性。本着为所有学生提供高质量、公平和全球学习体验的共同愿景，这些论文通过四个参数相互关联：(1) 为所有学生提供多元化的学科知识基础和多样化的课程和计划，以服务全球社区，