Implications of Pedagogical Disassociation in U.K. Higher Education Business Schools: A Culturally Responsive Outlook

This chapter explores the pedagogical approaches of business school academics in the north of England. We investigate the role of UK tutors who are increasingly teaching ethnically diverse international student cohorts whose educational and cultural backgrounds can be very different to tutors’ past experiences. As part of this investigation, we propose the development of an academic cultural consciousness, by highlighting the notion of pedagogical disassociation. We argue that this should be a pre-requisite to improving the academic success of international students. Our findings demonstrate an inconsistent approach to pedagogy creation for ethnically diverse students; it is within this uncertain environment that the phenomenon of ‘pedagogical disassociation’ emerges. It is important to highlight that it is not a premeditated phenomenon, rather it is typified by a lack of cultural understanding, under-developed student awareness, and assumptions based on racial stereotypes. We identify the need for educators and institutions to have an awakening of consciousness. As part of this awakening, academics must first articulate a vision of teaching and learning which acknowledges the diverse nature of UK HE Business Schools.