Foreign Pedagogy in Education: Theoretical Foundations, Cross-Cultural Dynamics, and Implications for Global Learning

Authors

• Chitra Venugopal, Oregon Institute of Technology, Oregon, USAFollow
• Prabhakar Rontala SubramaniamFollow

Corresponding Author

Chitra Venugopal

Keywords

Foreign pedagogy, Comparative education, Pedagogical transfer, Culturally responsive teaching, Postcolonial education, Cross-cultural learning

Document Type

Conceptual Paper

Abstract

This conceptual paper examines foreign pedagogy as a critical lens for understanding how teaching philosophies, instructional strategies, and educational values travel across cultural and national boundaries. Drawing on comparative education, sociocultural theory, and postcolonial scholarship, the paper investigates the processes by which pedagogical models are borrowed, adapted, or imposed between educational systems. It argues that foreign pedagogy is not a neutral transfer of knowledge but a deeply ideological practice shaped by power, cultural epistemology, and institutional context. The paper identifies five central themes: the philosophical roots of major global pedagogical traditions, the mechanisms of pedagogical transfer and borrowing, the tensions between universalism and cultural specificity in teaching, the postcolonial critique of pedagogical imperialism, and emerging frameworks for ethical cross-cultural pedagogical exchange. The paper concludes with a conceptual model for culturally responsive foreign pedagogy and implications for educators, policymakers, and researchers.

Recommended Citation

Venugopal, Chitra and Rontala Subramaniam, Prabhakar (2026) "Foreign Pedagogy in Education: Theoretical Foundations, Cross-Cultural Dynamics, and Implications for Global Learning," Journal of Global Management Research: Vol. 1: Iss. 1, Article 4.
Available at: https://knowledgeconnect.sastra.edu/jgmr/vol1/iss1/4