Reflecting critically on the critical disposition within Internationalisation of the Curriculum (IoC): the developmental journey of a curriculum design team

Developing Academics’ Capacity for Internationalizing the Curriculum: A Collaborative Autoethnography of a Cross-Institutional Project

“…Furthermore, our study sheds light on IoC during a political crisis that challenges the concept’s legitimacy. We affirm the shift in the IoC agenda from a competency discourse (i.e., developing students’ intercultural skills) to a value-based discourse (i.e., enabling students to question all knowledge frames; Clifford & Montgomery, 2017; Vishwanath & Mummery, 2019). With identity now underpinning the learning agenda, such a perspective is crucial.…”

“…• Domain-defining the domain with consideration of how the topic is interpreted by potential community members • • Community-allowing a certain level of autonomy while creating opportunities for interaction and development • • Practice-forming practices that are grounded in the actual experiences of members and co-constructed between members and facilitators • • Power-being sensitive to power issues introduced by the organizational hierarchy while leveraging their influence for greater credibility • • Identity-being aware of navigation among multiple identities and utilizing such navigation to achieve transformational learning • • Broader context-remaining alert to changes in the broader context and leveraging the opportunities to move toward transformative learning Furthermore, our study sheds light on IoC during a political crisis that challenges the concept's legitimacy. We affirm the shift in the IoC agenda from a competency discourse (i.e., developing students' intercultural skills) to a value-based discourse (i.e., enabling students to question all knowledge frames; Clifford & Montgomery, 2017;Vishwanath & Mummery, 2019). With identity now underpinning the learning agenda, such a perspective is crucial.…”

Toward a Curriculum for the Future: Synthesizing Education for Sustainable Development and Internationalization of the Curriculum

“…Internationalization of higher education is critiqued among others for its lack of moral direction (Byram, 2018), its reproduction of existing social inequalities (Marginson, 2016), because it is built on Western and colonial concepts and ideas (Jooste & Heleta, 2017), or because of the lack of critical reflection on its own normative cultural understandings and perspectives (Clifford & Montgomery, 2017;Patil Vishwanath & Mummery, 2019). In addition, a gap is observed between the priority given to IoC in HEIs' internationalization strategies and the actual learning and teaching practices at faculty level (Childress, 2018;Leask, 2015).…”

Real World Learning and the Internationalisation of Higher Education: Approaches to Making Learning Real for Global Communities

“…The concepts drawn in the map emerged while we, the authors of this chapter, were reflecting on our personal teaching and educational research experiences linking with the value of real world experiences and external-facing curricula (see the conclusion chapter for the procedure we followed). Although the concept map is based on our personal experiences and professional beliefs, it widely denotes two contemporary and overarching focuses of the internationalised curricula: roles and impacts of globalisation, and the effects of teaching and learning on such global curricular features (Vishwanath & Mummery, 2019).…”