Edited by Helen Walkington, Jennifer Hill and Sarah Dyer
Chapter 20: Enhancing internationalisation in the geography undergraduate curriculum
Parton and Haigh consider the question: ‘what does internationalisation of the curriculum really mean for my teaching?’ It explores two contrasting curricula that explore ways adapting a geographical curriculum to develop, simultaneously, both key geographical concepts and, through internationalisation of the curriculum, ‘graduate attributes’, such as global citizenship. The first case study uses geographical content as a vehicle to explore global, international and intercultural concepts and to develop awareness of Western mind-sets. The second adapts non-Western, Asian ‘dharmic’, pedagogies and methods to explore subjects of geographical concern, from a perspective that places the learner’s ‘self’ centre stage. Geographical education for global citizenship is presented as both a process for constructing transformative moral cosmopolitanism and means for creating more ethically-aware, more conative and more affective learning.
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