Designing an internationationalised curriculum for higher education: embracing the local and the global citizen

Valerie Clifford, Catherine Montgomery

Research output: Contribution to journalArticle

13 Citations (Scopus)
129 Downloads (Pure)

Abstract

In this article, differing interpretations of the internationalisation of
higher education curriculum are explored analysing the structural
and cultural aspects of the curriculum. Voices of tertiary staff from
around the world taking part in a four-week, fully online course,
entitled ‘Internationalising the curriculum for all students’
contributed to stimulating discussions that raised many questions
about whose perspectives were being privileged in defining an
internationalised curriculum and what constituted a transformed
curriculum. In this analysis, the framework illuminates the varied
theoretical and practical stances towards an internationalised
curriculum. It highlights that indigenous knowledges and the
positionings of marginal and diaspora peoples have been widely
overlooked in internationalisation of curriculum practices, and
these perspectives need to become integral to discussions of
future tertiary education policies and curricula.
Original languageEnglish
Pages (from-to)1138-1151
Number of pages14
JournalHigher Education Research and Development
Volume36
Issue number6
Early online date13 Mar 2017
DOIs
Publication statusPublished - 11 Aug 2017

Keywords

  • global citizenship; indigenous voices; internationalisation of the curriculum; purpose of higher education; transformative curricula

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