Bridging cultural binaries through pedagogical practices

Abstract

In internationalising the curriculum, the move away from polarising domestic and international students to focus on preparing all students for global citizenship is promising. However, the adoption of a cultural framework that values diversity requires more than a semantic shift. Tools that complement and support the curriculum in creating cultural change are critical to achieving an internationalised university curricula. This paper focuses on pedagogy, framed by cultural theory that challenges static notions of cultural identity, to encourage the development of intercultural competence as a key to shaping global citizens