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Internationalising the Curriculum: Globally Inclusive Educational Design

About the Project

The Internationalisation of the Curriculum project asks how we can create a truly inclusive global curriculum across disciplines within our pedagogical design and development. While a great deal of important work at Warwick has focussed on how we can internationalise our pedagogies, decolonise our institutions, and create inclusive learning environments, less attention has been given to efforts to create a truly international and globally inclusive curriculum. This co-creative project combines rigorous pedagogical research, primary data collection across the region, and careful critical analysis to produce academic and other outputs that aim to transform curricula at Warwick and beyond across all disciplines.

Project Context

This project develops out of work conducted by the WIHEA Internationalisation Learning Circle over the last several years, feeding directly into Warwick’s promotion of the ethos of internationalisation as a strategic goal.

In 2021, the Learning Circle carried out an informal pilot survey of Learning Circle members and colleagues, with 11 free text responses. The survey helped the Learning Circle understand and work with the different ways in which the term ‘internationalisation’ is used. We saw the lack of consensus around this term as an opportunity to help develop a shared and dynamic understanding of internationalization to inform policy within the University and beyond.

Aims

  • To address and implement key priorities identified in the Internationalisation of Education Strategy in 2021-22 with the central goal of developing Warwick students as global citizens
  • Collect evidence about what approaches programmes use to foster internationalisation beyond the traditional axis of linear mobility.
  • Compare Warwick’s critical, challenge- and values-based approach to internationalisation pedagogy and practice to that of other regional institutions
  • To highlight challenges to internationalization, especially in disciplines that may traditionally not see internationalization as central to their area of study but recognize the need to incorporate it in order to enhance diversity and equality objectives; improve students’ access to a globalized job market; and cater to student bodies that bring together home and overseas students.

Project Lead

Ross Forman

English and Comparative Literary Studies

Project Co-Lead

Bryan Brazeau

Liberal Arts

Project Co-Lead

Freeha Azmat

Engineering

Staff

  • Professor Jo Angouri, University Executive Office

  • Dani Pearson, Chemistry

  • Sandra Pereira, WBS

  • Leticia Villamediana Gonzalez, SMLC

Students

  • TBC