One of the simplest things to do towards internationalisation of the curriculum is to include a variety of international examples, ideas and perspectives into your curriculum thereby giving students the opportunity to experience their learning through diverse ideas and ways of doing things. Unfortunately, many educational programs in higher education tend to stick to very monolithic ways of doing things, with little to no global perspectives and examples embedded in them. There are arguments that suggests that students need to experience their learning within their discipline in a particular way, often influenced by historical practices that does not reflect the contemporary societies and expectations we live in today. Most students often experience their education from a single perspective, in Australia often through the perspectives of the dominant cultures and ideas. Most higher education student populations reflect the increasing diversity that exist within communities, however many of the teaching and learning approaches do not reflect this diversity. Most students from the various diverse backgrounds like students from refugee backgrounds, indigenous students, students from various culturally and linguistically diverse communities, including international students often do not get to engage in ideas, perspectives, and ways of knowing that they can relate to. Many of these students adapt because they just have to. Meaningful internationalisation of curriculum should encourage the use and application of diverse ideas, knowledges and examples. It should give students the opportunity to engage with global challenges through different ways of doing things. Contemporary internationalisation should aim to develop students as global citizens.
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December 2019
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