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Embracing and resisting border pedagogies: student views of internationalising the curriculum in higher education

Clifford, Valerie Anne (2005) Embracing and resisting border pedagogies: student views of internationalising the curriculum in higher education. In: Higher education in a changing world. Brew, Angela and Asmar, Christine, eds. Research and development in higher education (28). Higher Education Research and Development Society of Australasia, Inc, Milperra, NSW, pp. 116-123.

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Abstract

Universities have responded to changes in the social, political and economic environments by repositioning themselves as internationalised institutions. There has been a new focus on producing graduates fit for living and working in multicultural, global environments. Th is focus has required changes to the curriculum but little attention has been paid to the student view, or understanding of, internationalising the curriculum and its challenges. Th is paper presents the perceptions of internationalisation of the curriculum of students from three diff erent countries. It shows that internationalisation of the curriculum fi ts with students’ expectations of their university education and that they see the abilities of staff , the curriculum content, and the learning environment and teaching strategies as areas of concern. Th ere appears to be a parallel need for staff and students to be challenged to engage in critical pedagogy and ‘border crossing’.

Item Type: Book Section
ISBN: 0908557620
Additional Information:

Proceedings of the 2005 Annual Conference of the Higher Education Research and Development Society of Australasia (HERDSA) : 3-6 July, University of Sydney, Australia

Uncontrolled Keywords: ResPubID21784, internationalisation of the curriculum, multicultural, academic development
Subjects: Faculty/School/Research Centre/Department > Work-Based Education Research Centre (WERC)
FOR Classification > 1302 Curriculum and Pedagogy
Depositing User: VUIR
Date Deposited: 24 Apr 2013 02:08
Last Modified: 24 Apr 2013 02:08
URI: http://vuir.vu.edu.au/id/eprint/10039
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