the Curriculum Engaging and Interacting with Diversity Viv Caruana Achieving Graduate Attributes Curriculum Culture Complexity and Community EduFair 2013 conference University of Stirling ID: 320970
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Slide1
‘Internationalising the Curriculum’ – Engaging and Interacting with Diversity
Viv Caruana
Achieving Graduate Attributes:
Curriculum, Culture, Complexity and Community
EduFair
2013 conference, University of Stirling
7 March 2013Slide2
Sharing a journey -three projects and other bits and pieces along the way
Caruana, V. and Ploner, J. (2010)
Internationalisation and Equality and Diversity in HE: merging identities,
London: ECU available at:
http://www.ecu.ac.uk/publications/internationalisation-and-equality-and-diversity-in-he-merging-identities
Caruana, V., Clegg, S., Ploner, J., Stevenson, J. and Wood, R. (2011)
Promoting students’ resilient thinking in diverse HE learning environments,
York: HE Academy available at:
http://www.heacademy.ac.uk/resources/detail/internationalisation/C-SAP_final_report
Caruana, V. (2013)
Developing a sustainable model for fostering intercultural understanding and building cross-cultural capability through learning in multicultural communities, York/London:
HE
Academy/UKCISA available at:
http://
www.heacademy.ac.uk/resources/detail/internationalisation/Connections-Report-LeedsMet-CaruanaSlide3
Back to the future - Early meanings attributed to ‘Internationalisation of the Curriculum’The global dimension and ‘Internationalisation at Home’ (
IaH
)
New, unfamiliar phenomenon
Meaning blurred by distinction between home and international student experiences
‘shift in approach, rather than a radical change of content’ (Shiel and Jones, 2004)
Global perspectives provide ethical underpinning and values-based ethos for a focus on cross-cultural capabilitySlide4
Back to the future - Early meanings attributed to ‘Internationalisation of the Curriculum’
Cross-cultural
capability influences thinking about the relationship between an internationalised curriculum and cross-border student mobility
‘Internationalisation at Home’ for ‘stay at homes’ and to prepare sojourners
(Caruana and
Hanstock
2005; Irving et al 2005; Killick 2006;
Koutsantoni
2006a; Laughton and
Ottewill
2000;
Lunn
2006;
Pyne
et al 2006; Shiel 2006; Shiel and Jones
2004, as cited in
Caruana
and
Spurling
, 2007) Slide5
Back to the Future - Early meanings attributed to ‘Internationalisation of the Curriculum’The sustainability curriculum and the internationalised curriculum – a merging of minds in ‘Global Citizenship’
Territory of geographers, scientists, engineers etc.
From 1990s shift of emphasis to include ethical issues
Sustainability literacy, skills and knowledge are the literacy, skills and knowledge of the ‘Global Citizen’
(
Azapagic
et al 2005;
Haigh
2005, 2006; HE Academy 2006; Martin et al 2005, 2006; McGuiness et al 2005; Scott
2002 as cited in
Caruana
and
Spurling
, 2007)Slide6
The big picture - Embedding internationalisation and global perspectives in strategy and curriculum across institutions
Koutsantoni
(
2006)
44/51 institutions recruitment of international students is main focus of strategy; only 6 universities refer to enhancement of international experience of home students and only 2 acknowledge importance of creating a culture of equality and diversity in internationalisation plans
Gap between the rhetoric of policy statements and the reality of practice
Lack of progress rooted in institutional culture?
(
Bennell
2005; Caruana and
Hanstock
2005;
Koutsantoni
2006;
Lunn
2006; Shiel 2006: Taylor
2004 as cited in
Caruana
and
Spurling
, 2007)Slide7
The big picture - Embedding internationalisation and global perspectives in strategy and curriculum across institutions
Emerging tensions
Conflict with other more locally focused agenda
Trend towards ‘de-internationalisation’
Dilemma for some institutions who just happen to teach some international students
(Caruana and
Hanstock
2003;
Haigh
2002, 2005; Parsons and Fidler 2004; Taylor
2004 as cited in
Caruana
and
Spurling
, 2007)Slide8
A few years on - How staff view the internationalised curriculumCulturally relevant
Empowers international and other ethnically diverse students
Enhances the global dimension for
all
students
Takes account of diversity and provides curriculum space to reflect
Enables students to see their place in the world as global citizens
Embraces ‘internationalisation abroad’ and internationalisation at home’
(Caruana and Ploner, 2010)Slide9
Internationalising the curriculum ‘down under’
The incorporation of an
international and intercultural
dimension into the content of the curriculum as well as the teaching and learning processes and support services of a program
Both international in its content and outlook and inclusive in the way it is taught and assessed
(
Leask
, 2009; Woodley and Pearce, 2007)Slide10
Three key principles of the internationalised curriculumInclusion
Multiple perspectives
Cross-cultural capability
(
Caruana
, 2011)Slide11
The culture gap?Variation in student disposition across disciplines and between undergraduate and postgraduate communities but the overwhelming picture is one of voluntary social segregation
More domestic
students studying locally, maintaining local friendship networks and using local facilities
‘Culture shock’
(or impact of cultural dissonance) interpreted
as a lack of willingness to
integrate
International, home, or simply different?
(Caruana and Ploner, 2010)Slide12
Leeds Metropolitan UniversityInnovation North – Faculty Of Information And TechnologyManifestations of tolerance
Avoidance of
difference
Discomfort around acknowledging
difference
Fear of discriminating or
stereotyping
Integrated Threat Theory
(Hyland
et al, 2006; Harrison and Peacock, 2007; Alexander, 2006)Slide13
Universities trying to bridge the culture gap?
International
societies etc. build cohesion between and among international students but separate them from home students
Celebrations of culture can be counter-productive if not accompanied by events which articulate the common ground
The role of International Offices – the message simply doesn’t get through to home students – International Study Centres and more school/department level
initiatives
Orientation programmes for international students yet little preparation for intercultural settings for domestic
students
(
Caruana
and
Ploner
, 2010)Slide14
Informal curriculum – students suggest…More events that acknowledge multiple identities
International student representation across societies
More structured and authentic opportunities for interaction – conversational classes, peer mentoring schemes, orientation bringing international and home students together
Transition is the common territory
Initiatives operating at school level
(
Caruana
and
Ploner
, 2010)Slide15
Leeds Metropolitan UniversityInnovation North – Faculty Of Information And TechnologyFrom strategy to engagement?
Institutional rhetoric concerning diversity and inclusion, but…
‘…carelessness with which engagement is treated…’
(
Harper and
Quaye
, 2008)Slide16
There are more questions than answers?My students and I just don’t seem to have the same expectations – how am I meant to tackle that?
What ALT strategies make my curriculum more inclusive?
How do I cope, my curriculum is already packed!
We think students don’t want to cross the boundary but we’re not sure, maybe that’s because they need the capability in the first place!Slide17
There are more questions than answers?
Students see the relevance of cross-cultural capability, but can’t see that they’re explicitly assessed on it – so how is it relevant again?
My student cohort is not diverse how does an internationalised curriculum work for them? Does it need to?
Most students don’t want to go abroad how is cross-cultural capability developed for them?
How does global citizenship fit with the internationalised curriculum? Not only staff but many students are uncertain as to how their learning relates to employability and citizenship in a global contextSlide18
Diverse students articulating the university challenge through the lens of resilienceStudents and academics – the two-way learner relationship?
‘…No one knows the thesis like me…’
Understanding how life works
‘…as if you were born in Leeds 25 years old…’
Articulating the boundaries of friendship
‘…Eastern culture westernised…’
Time and space – not understanding events – no background knowledge
Acting out a role
Accents
The stress of life changes
The generation gap
Just hold it there for a moment…
(
Caruana
et al, 2011)Slide19
Leeds Metropolitan UniversityInnovation North – Faculty Of Information And TechnologyCarelessness or discomfort?
‘…
professional intercultural educators know that communicating and interacting with culturally different others is psychologically intense.’ It involves understanding how languages and cultures of others influence their thoughts, values, actions and feelings…’
(
Paige, 1993 as cited in
Caruana
and
Hanstock
, 2005)Slide20
Carelessness or discomfort?
‘…
not feeling confident that I have strong ‘cross-cultural capability’ myself, making it difficult to think about how to facilitate experiences for others. I suppose using the strengths of the students’ different experiences is one way of developing this and therefore devising learning opportunities that encourage this interchange of perspectives as an integral part of the course…’
‘Personal attitudes, values and beliefs are discussed in part of the programme but this can be scary/difficult for lecturers and students at times, especially when attitudes and values conflict.’
(
Caruana
, 2010)Slide21
Internationalised Curriculum and Pedagogy?Cross-cultural capability is less about international travel per se and more about harnessing the diverse experiences of
students
Current
emphasis on multiculturalism and informal curriculum (celebrating difference, valuing non-dominant cultures)
may
create an atmosphere of mutual tolerance but intercultural understanding involves negotiation, shared symbols and meanings to develop ‘relational identity
’Slide22
Internationalised Curriculum and Pedagogy?Transition requires continued maintenance of an authentic relationship with prior and on-going learning and life experience which connects cognitive learning with affective domains
‘Fitting in’ is the greatest challenge which undermines the sense of self and impedes academic performance - importance of meaningful and positive relationships based on trust
(
Caruana
et al, 2011)Slide23
Disciplinary knowledge and internationalised curriculum and pedagogyParadigms and pedagogies – dialogue with student voice to
both acknowledge and shape students’ expectations
and
aspirations
Legitimacy of challenging disciplinary values, norms etc. through crossing cultural boundaries and taking learning out into the community
Shift the focus to knowledge production based on multiple identities and multiple ways of knowing – embrace learning as personal, iterative and emergent…
(
Caruana
et al, 2011;
Caruana
, 2013)Slide24
Disciplinary knowledge and global perspectives?
The
pedagogy of difference, cross-cultural capability and imagining alternative world views is about real people, real events, real situations and engaging the sense of
self
The service learning paradigm offers unique opportunities to develop intercultural understanding among diverse student cohorts
From comfort zone to contact zone – biographical teaching method, engaging the
cognitive and affective domains
without compromising teaching ethics
?
(
Caruana
et al, 2011;
Caruana
, 2012)Slide25
How can my institution support me?
Holistic approach appealing to shared values and local ingenuity
Avoiding burdensome prescription
Nurturing a seamless relationship between disciplinary aims and the aims of intercultural education
Challenging traditional and conservative views of internationalisation
Challenging a pre-occupation with content coverage
Providing the foundation and support for research-informed and evidence-based practice
(Caruana, 2012)Slide26
Thank you!
For references please see supporting Word document.