Cross-cultural experiences of intercultural expatriate teachers: From cultural difference within disorienting dilemmas to shared meaning

This interpretive inquiry identified factors that enhance discursive space for the co-construction of shared meaning from cultural difference. The adult and higher education lens for transformative learning, cross-cultural adaptation and intercultural communication provide the theoretical grounding for this research. Transformative learning occurs when shifts in awareness of self, consciousness, growth and adaptation take place. This study builds on the research of Jack Mezirow who examined perspective transformation and on the writings of Cranton and Roy, Daloz and Kovan and Dirkx. This study's conceptual framework is consistent with Kim who described the ways in which one views the world and the self in relation to the world. This study also examined the communication process within the integral, practical theory of the Coordinated Management of Meaning (CMM), focusing on who we are, what it means to live a life and how that relates to particular instances of communication. These theories require us to adapt and also construct and reconstruct the identities, episodes, relationships and cultures we encounter and know to foster transformative learning.;This study used thematic analysis of semi-structured life world interview texts. Study participants were intercultural, expatriate teachers who self reported their cross-cultural lived experiences. The major findings supported learning and growth related to change in one's perspectives and individualization. Based in communication, a link was made between Transformative Learning Theory and An Integrative Theory of Communication and Cross-Cultural Adaptation to support the use of CMM models.