Keywords:
internationalisation of the curriculum, collaborative autoethnography, culturally and linguistically diverse academics, cultural humility, academic diversity
Abstract
The conceptualisation of internationalisation of the curriculum has evolved over the last 30 years. Simultaneously, its contextual foundation has also gradually shifted from being Euro-centric to encompass a broader landscape beyond the Western domain. Therefore, understanding of Internationalisation of the curriculum needs to include practices in these contexts. This special issue hence has invited researchers and practitioners in the field of higher education internationalisation to participate in this conversation. The focus of the discussion is on emerging and alternative understanding and practices of internationalising the curriculum which include incorporating local cultural values and perspectives in the curriculum. This Special Issue features articles that firmly situate the Internationalisation of teaching, learning, and the curriculum in their specific contexts and acknowledge the influence of important contextual factors on the motivations, processes, and outcomes of internationalisation. Closely associated with taking an inclusive lens in understanding internationalisation of the curriculum, we also discuss the inclusivity of communicating research in this field. Specifically, we discuss the challenges encountered by scholars working outside the English-speaking domain to communicate their research with English-speaking research communities. We hence call for support for international academics from the publication outlets. We hope that this Special Issue constitutes a step towards a more diverse and inclusive scholarship in the field of internationalisation in higher education.
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Author Biographies
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Dr Dongmei Li, University of Melbourne, Australia
Dr. Dongmei Li is Lecturer Diversity and Internationalisation at Arts Teaching Innovation, Faculty of Arts, University of Melboure. Mei’s researcher interests include internationalisation of the curriculum, decolonisation in higher education, and international students’ learning experiences. Mei is also a research fellow at the Cross-border Education Quality Assurance Research Centre, South China Normal University.
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Jacqueline Dutton, University of Melbourne, Australia
Jacqueline Dutton is Professor of French Studies and Head of Arts Discovery - New Futures, the flagship progam for all commencing Arts students. She has established a reputation as a leading researcher and writer on French culture and identity, specialising in literature, food, wine, travel and utopia as intercultural products of regional, national and international geopolitics. She has published widely in all of these areas, ranging from a monograph in French on the representations of utopia in the work of 2008 Nobel Prize Laureate JMG Le Clézio: Le Chercheur d'or et d'ailleurs: L'Utopie de JMG Le Clézio (2003) to a prize-winning co-edited book The Routledge Handbook of Wine and Culture (2023).
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Craig Jeffrey, University of Melbourne, Australia
Craig Jeffrey is a Professor of Geography at the University of Melbourne. He is author of several books on India including Timepass: Youth, Class and the Politics of Waiting in India (Stanford University Press 2010) and Keywords for Modern India (Oxford University Press 2014; with John Harriss).
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Wilfred Wang, University of Melbourne, Australia
Wilfred Yang Wang is the Lecturer in Media and Communications Studies at the University of Melbourne. He was the Director of Undergraduate Studies (2022-2024) for the School of Culture and Communication. Wilfred's research focuses on data and algorithmic governance, the biopolitics of ageing, diasporic media, digital geography and China. His recent projects focus on the datafication of biopolitical governance of ageing and population movements in China and Australia.
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Wajeehah Aayeshah, University of Melbourne, Australia
Wajeehah Aayeshah is a Lecturer in Curriculum Design at the Arts Teaching Innovation (ATI), University of Melbourne. An academic geek, she develops meaningful learning experiences and investigates co-creation of teaching and learning. Her research explores designing safe pedagogical spaces that are inclusive, safe, and brave. Her current project 'kindness in pedagogy' explores kind academic practices. These include engaging 'Students as Partners', ‘joyful teaching’, and creating ‘equity-driven academic culture’. She also collaborates with artists and game designers to produce creative narratives. Her interdisciplinary publications range from research articles, book chapters, to short stories and games.
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René Rejón, University of Melbourne, Australia
René holds a PhD in political science and is currently a research fellow at the University of Melbourne.
Data Availability Statement
The authors have not made data available elsewhere.
How to Cite
Internationalisation of the curriculum in an Arts foundation subject: A collaborative autoethnography. (2024).
Journal of University Teaching and Learning Practice,
21(04).
https://doi.org/10.53761/0h9zdb86
