Reflecting Critically on the Critical Disposition within Internationalisation of the Curriculum (IoC): the Developmental Journey of a Curriculum Design Team

Autor/inn/en	Patil Vishwanath, Tejaswini; Mummery, Jane
Titel	Reflecting Critically on the Critical Disposition within Internationalisation of the Curriculum (IoC): the Developmental Journey of a Curriculum Design Team
Quelle	In: Higher Education Research and Development, 38 (2019) 2, S.354-368 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Patil Vishwanath, Tejaswini)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2018.1515181
Schlagwörter	International Education; Cultural Awareness; Values; Ethics; Cross Cultural Training; Advantaged; Power Structure; Foreign Policy; Teaching Methods; Thinking Skills; Self Concept; Critical Theory; Higher Education; Social Change; Program Descriptions; Masters Programs; Foreign Countries; Epistemology; Educational Philosophy; Curriculum Design; Australia + Suchen Sie Ihr Suchwort? Internationale Erziehung; Cultural identity; Kulturelle Identität; Wertbegriff; Ethik; Interkulturelle Orientierung; Außenpolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Selbstkonzept; Kritische Theorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialer Wandel; Magister course; Magisterstudiengang; Ausland; Erkenntnistheorie; Bildungsphilosophie; Erziehungsphilosophie; Lehrplangestaltung; Australien
Abstract	Internationalisation of curriculum (IoC) practices promote students developing knowledge of other cultures, attitudes, values and ethics. This conceptual article argues that embedding critical reflection in the IoC program -- through integrating insights from both IoC thinkers and critical reflection literature -- may allow educators and students to not only gain understanding and/or competency in other cultures but better address questions of privilege, power and colonisation and thereby interrogate their own normative cultural understandings. Borrowing from debates within IoC pedagogy, as well as from Ahmed's work on critical reflection, this article also argues that cross/intercultural understanding should be understood (and taught) not as a competency but a disposition towards thinking, analysing and understanding the world which is based on critiquing the 'self' and its relationship with the 'other'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01