Internationalisation of the curriculum in an Arts foundation subject: A collaborative autoethnography

IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of University Teaching and Learning Practice Pub Date : 2024-03-29 DOI:10.53761/0h9zdb86

Dongmei Li, Jacqueline Dutton, Craig Jeffrey, Wilfred Wang, Wajeehah Aayeshah, René Rejón, Olivia Meehan, Sarah Quillinan

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引用次数: 0

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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艺术基础学科课程的国际化：合作自述

课程国际化的概念在过去 30 年中不断演变。与此同时，其背景基础也逐渐从以欧洲为中心转变为包括西方以外的更广阔的领域。因此，对课程国际化的理解需要包括这些背景下的实践。因此，本特刊邀请高等教育国际化领域的研究人员和实践者参与讨论。讨论的重点是新出现的和可供选择的对课程国际化的理解和实践，包括在课程中纳入当地文化价值和观点。本特刊收录了一些文章，这些文章将教学、学习和课程的国际化牢牢地置于其特定的环境中，并承认重要的环境因素对国际化的动机、过程和结果的影响。与从包容性视角理解课程国际化密切相关的是，我们还讨论了该领域研究交流的包容性问题。具体而言，我们讨论了在英语国家以外工作的学者在与英语国家的研究团体交流研究成果时遇到的挑战。因此，我们呼吁出版机构为国际学者提供支持。我们希望本特刊能为高等教育国际化领域的学术研究迈出更加多元化、更具包容性的一步。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of University Teaching and Learning Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.60

自引率

18.80%

发文量

期刊介绍： The Journal of University Teaching and Learning Practice aims to add significantly to the body of knowledge describing effective and innovative teaching and learning practice in higher education.The Journal is a forum for educational practitioners across a wide range of disciplines. Its purpose is to facilitate the communication of teaching and learning outcomes in a scholarly way, bridging the gap between journals covering purely academic research and articles and opinions published without peer review.