Critical intercultural practice: learning in and for a multicultural globalizing world

© Journal of International Students. Universities fail to offer equitable learning experiences for their diverse students. At the same time, the value of diverse student identities and perspectives remains largely unrealized. In a globalising higher education context, these issues are exacerbated while the post-national university is increasingly complicit in advancing the neoliberal project and neglecting its potential to enable its diverse students to enhance social justice locally and globally. Although much current practice in outcomes-based higher education contributes to each of these processes, its underpinning theories of learning and its design features are compatible with more expansive and inclusive aspirations. Drawing upon critical and culturally relevant pedagogies, this article presents principles for the development of “critical intercultural practice” to empower all students in and for a multicultural globalizing world

The Role of the Hidden Curriculum: Institutional Messages of Inclusivity

Significant attention is rightly given in literature concerning institutional curricular change to the design and delivery of the formal curriculum. Particularly influential in this area has been Biggs’ work on constructive alignment (Biggs, 1999, and subsequent editions) and the learning taxonomies which higher education has sought to utilise in the alignment process (Biggs & Collins, 1982; Bloom, 1956). However, the role of the hidden curriculum (Giroux & Purpel, 1983), much discussed in the context of school education for many years, has barely featured in the discourse around learning and teaching in higher education. In this reflective analysis, I consider the question, ‘To what extent do the learning communities we create and the hidden curriculum which frames them foster or fight the development of capabilities needed by our global students?’ and propose the hidden curriculum to be an area we can no longer neglect

Beyond competencies and silos: Embedding graduate capabilities for a multicultural globalizing world across the mainstream curriculum

© The Author(s) 2020. This article presents a critical analysis of key elements within the conference question as the basis for proposals for an inclusive and systematic approach to the development of mainstream disciplinary higher education curricula designed to meet the needs of students and societies in a multicultural globalizing world. The critical analysis considers key objectives, understandings and limitations of GII ‘competencies’, how we conceptualize ‘students’ within a globalizing higher education, how ‘effective’ strategies might be framed, and how internationalization abroad and at home might be re-envisioned in the era of the post-national university. The article illustrates how this critical analysis points to the need to embed internationalization efforts, and their success indicators, within the mainstream curriculum across the disciplines

Graduates in/for a multicultural and globalising world

© 2018, Emerald Publishing Limited. Purpose: This paper aims to question the terminology, modelling and vagueness surrounding the notion of “global citizen” and argues for the more holistic construct of global selfhood as a legitimate goal for graduates who must make their way in a multicultural and globalising world. Design/methodology/approach: This paper draws upon established education and global citizenship theories to present a model of global graduate attributes. Using this theoretical model, practice implications for learning and teaching in higher education are presented. Findings: This paper proposes some radical transformations to current practice. Practical implications: Proposals within the paper offer academics and academic developers tools for reflection on and transformation of practice. Originality/value: This paper takes forward the often reductive construct of “global citizen” and demonstrates how a more holistic notion of global self can be applied to higher education and graduate outcomes

Cross-Cultural Capability & Global Perspectives: Guidelines for Curriculum Review

This document presents guidelines for curriculum review, as discussed in Aim 5 of the Leeds Metropolitan University Corporate Plan. It has been reviewed in response to: feedback, the new Education Strategy for Assessment, Learning and Teaching, and other developments within the University. In particular, the document makes more specific the linkages between cross-cultural capability and global perspectives, and indicates how these relate to internationalisation, diversity, widening participation and sustainability. The document has three sections: 1. An introduction to cross-cultural capability and global perspectives, and their relevance as graduate attributes for the twenty-first century in a university seeking to achieve an ethos which is both international and multi-cultural. 2. Key questions for course review, supported by example responses. 3. Practical help for course review teams, which includes a proforma for review, practical tips provided by Teacher Fellows from across the University, and related internet links. This document and the review process it supports are intended to stimulate debate on the ethical and educational issues raised, as well as providing a practical stepping stone to facilitate the incorporation of cross-cultural capability and global perspectives across our assessment, learning and teaching practices. This in turn will support and be supported more broadly through non-academic practices, such as improving the sustainability of our facilities, applying ethical purchasing policies, widening participation, and engaging in support work with communities, both regional and international. Curriculum review, the recruitment of students from diverse cultural backgrounds, both home and international, and increasing opportunities for international and intercultural experiences for students and staff, are essential elements in providing an environment to support the development of world-wide horizons and promotion of global citizenship

Summary report on excavations at Tell Khaiber, an administrative centre of the Sealand period, 2013-2017

Excavations at Tell Khaiber by the Ur Region Archaeological Project have revealed a substantial building (hereafter the Public Building) dating to the mid-second millennium BC. The results are significant for several reasons: they shed light on Babylonian provincial administration; they reveal a previously unknown type of fortified monumental building; and they produced a provenanced, dated archive of the little-understood Sealand Dynasty. Here we give a summary of the main results, including the architecture and the material culture. There are also comments on the historical background, and a discussion of the form and function of the Public Building