Negotiating interculturality in internationalising higher education: a multi-voiced exploration

In this article, we examined an oft-observed ‘interaction problem’ in the internationalising classroom by adding some reflections on universities’ internationalisation-interculturality praxis. Drawing existing research and examples, scrutinised ‘path’ (multicultural interaction) ‘goal’ (intercultural learning) entailed ‘problem’ through theoretical lenses of dialogicality, space boundary. Our exploration suggests that was possibly rooted more educators’ discursive construction than students’ motivation. Meanwhile, experiences showed they may indeed have engaged with organic processes intercultural learning multicultural interaction, but knowledge consciously took away remained confined to essentialist understandings. For be transformative, suggest it is crucial for educators recognise themselves as actors (rather experts) reflexively engage situated about interculturality emerging from local practices.