Internationalizing the Curriculum for STEAM (STEM + Arts and Humanities): From Intercultural Competence to Cultural Humility

Autor/in	de la Garza, Armida
Titel	Internationalizing the Curriculum for STEAM (STEM + Arts and Humanities): From Intercultural Competence to Cultural Humility
Quelle	In: Journal of Studies in International Education, 25 (2021) 2, S.123-135 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de la Garza, Armida)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315319888468
Schlagwörter	Global Approach; Higher Education; Interdisciplinary Approach; STEM Education; Art Education; Best Practices; Cultural Awareness; Indigenous Knowledge; Cultural Pluralism; Citizenship Education; International Cooperation; Foreign Countries; Mexico; Ireland + Suchen Sie Ihr Suchwort? Globales Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Cultural identity; Kulturelle Identität; Kulturpluralismus; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Internationale Kooperation; Internationale Zusammenarbeit; Ausland; Mexiko; Irland
Abstract	Internationalization of the Curriculum (IoC) has proved essential to realize the potential of internationalization as a driver of quality in Higher Education. The broadening of topics, bibliographic materials and other resources that result from it improve the breadth and depth of the content, making it more comprehensive, updated, and relevant. Moreover, the Internationalization at Home (IaH) strand that seeks to mobilize the informal and the hidden curriculum to bring stay-at-home students an international experience similar to that of those going abroad widens access. However, both IoC and its IaH subset have centered mostly around individual disciplines. This article proposes an alternative view of IoC that focuses on interdisciplinary and transdisciplinary approaches to reviewing the curriculum, in particular STEAM, including indigenous knowledge as it does not separate the arts and humanities from science (STEM). Using case studies and quoting instances of best practice, the article demonstrates that the interdisciplinary and transdisciplinary approaches advocated are better suited to pursue the learning outcomes sought by IoC. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01