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.
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 language | English |
|---|---|
| Pages (from-to) | 1138-1151 |
| Number of pages | 14 |
| Journal | Higher Education Research and Development |
| Volume | 36 |
| Issue number | 6 |
| Early online date | 13 Mar 2017 |
| DOIs | |
| Publication status | Published - 11 Aug 2017 |
Keywords
- global citizenship; indigenous voices; internationalisation of the curriculum; purpose of higher education; transformative curricula
Access to Document
- Designing_IoC_Accepted_Manuscript (PDF)
Clifford, V., & Montgomery, C. (2017). Designing an internationationalised curriculum for higher education: embracing the local and the global citizen. Higher Education Research and Development, 36(6), 1138-1151. Copyright © 2017 (HERDSA). Reprinted by permission of SAGE Publications.