Internationalising the - VIỆN NGHIÊN CỨU GIÁO DỤC · ioe.ac.uk Internationalising the...
Transcript of Internationalising the - VIỆN NGHIÊN CỨU GIÁO DỤC · ioe.ac.uk Internationalising the...
1
ioe.ac.uk
Internationalising the
curriculum: advantages and
challengesDr Lesley Gourlay
Oct 2014
Overview
1. „Internationalisation‟ as policy discourse
2. Approaches to the curriculum
3. Managing for diversity
3
1. ‘Internationalisation’ as a policy
discourse
4
Internationalisation as ‘enrichment’
…overseas bases to enrich further internationalization of the university
… the talents, experience and knowledge of students to enrich
('internationalise') the curriculum.
...to enrich the academic network of the university.
…to enrich the cultural mix of the campus
5
Internationalisation as ‘enrichment’
Rhetoric of inclusivity is unassailable
„Enrichment‟ seen as arising via co-presence alone
Denial of process & struggle
Appropriation of discursive space,
Silence/ing
6
Utopian discourses?
7
Infantilisation?
8
Neo-colonialism?
9
1. ‘Internationalisation’ as a policy
discourseDepersonalisation in policy discourse (Smith 2008)
Abstraction & authoritarianism (Beecham 2008)
Positioning of social actors in response to policy (Fanghanel 2007)
International students assumed to be „lowering standards‟ (Devos 2003)
McLellan (2008)
10
2. Approaches to the curriculum
Recruitment-based
Internationalisation at home
Graduate attributes / literacies
11
2. Approaches to the curriculum:
recruitment-basedFocus on recruitment (Haigh 2008)
Locates internationalisation in the student profile
Assumes „communities of practice‟
Neglects issues of language & culture
„Home‟ students absent from model
Academic staff unsupported
12
2. Approaches to the curriculum:
‘internationalisation at home’ European Association for International Education (EAIE)
Most students are not mobile
„Internationally competent professionals‟
Focuses on: „...academic learning that blends the concepts of self,
strange, foreign and otherness‟ Teekens 2006: 17
http://www.eaie.org/networking/ps/conference/index.asp?PS=IaH
13
2. Approaches to the curriculum:
‘internationalisation at home’Literature & content
Case studies
Guest lecturers
Incoming students
Staff development
15
2. Approaches to the curriculum:
‘internationalisation at home’ A more truly reciprocal model?
Places „home students‟ as beneficiaries
Active and structured
Focus on values not co-presence
Potentially encourages „the internationalisation of the academic self‟
(Sanderson 2008)?
16
2. Approaches to the curriculum: graduate
attributes / literaciesMelbourne, Sydney, Kings‟ –Warwick
Aberdeen University:
Academic Excellence
Critical Thinking and Communication
Learning and Personal Development
Active Citizenship
http://www.abdn.ac.uk/graduateattributes
17
18
2. Approaches to the curriculum: graduate
attributes / literaciesFocus on „producing graduates‟
Curriculum-embedded model
May be perceived as overly „top-down‟
May disregard what is already there
Close to „skills & employability‟ model?
Erodes / elides disciplinary difference?
19
3. Managing for diversity:
academic staff
Fallon & Brown (1999) language & „cultural differences‟
Robertson et al (2000) reluctance to discuss, mismatched study
practices, adaptations
Robson & Turner (2007): time & effort, impacts, notion of „burden‟
Zepke & Leach (2007) Integration & adaptation discourses
Staff exhibited elements of both
20
‘More stressful’
“…the current minimal number of academic staff
we have at present cannot keep on taking on
more and more academic and social tasks.
Teaching mixed groups at high levels is simply
more stressful and more strenuous. … academic
achievement has declined in general, resulting
from teaching advanced science in simplistic
English and the decline of discussion of ideas”.21
‘Vast amounts of extra time’
“Acknowledge the vast amounts of extra time
that has to be spent adapting teaching methods
for the international students, and in dealing with
the problems experienced by these students ... I
am happy to have to change my teaching. …but
feel there is little recognition in the university as
to the actual amount of hours this costs me
(usually at weekend, and in the evenings)”.22
3. Managing for diversity: academic
development
The extent of the challenge should be recognised
Recognition of hybridity of roles (Gourlay & Grieg 2012)
Staff development may be viewed as remedial (Hyland et al 2008)
„Safe‟ spaces for development needed (Barron, Gourlay & Gannon-Leary
2010)
23
3. Managing for diversity:
policy and practice
Alignment of philosophy, mission & curricula (Kings and Warwick 2010)
Offshore & online enhancement / quality
„Unpacking‟ of implicit ideologies
True motivations and goals?
What is not written on the policy?
24
3. Managing for diversity: language &
educational practice
Beyond deficit models (Wingate 2006)
Academic literacies (Lea & Street 1998)
Curriculum work( Mitchell 2011)
Central role of „support‟ units
University as multilingual space (Preece 2009, 2010)
World Englishes, code-switching, hybridity, plurality
Pedagogies for diversity
25
Internationalisation at the IoE
Website resource
Case studies
Staff development
http://intercurr.ioe.ac.uk/
26
27
Any questions?
Institute of EducationUniversity of London20 Bedford WayLondon WC1H 0AL
Tel +44 (0)20 7612 6000Fax +44 (0)20 7612 6126Email [email protected] ioe.ac.uk