INTERNATIONALISATION OF THE CURRICULUM (IoC) AT THE FACULTY OF EDUCATION Dr. Josef Ploner, Lecturer in international education 2g

Deconstructing popular myths about internationalisation (adapted from Clifford & Joseph, 2005) MYTH 1: Some disciplines are more international than others – FoE UG and much PG provision predominantly White, British and Female; challenge of ‘internationalisation’ of the curriculum (IoC) in this context. MYTH 2: An international curriculum is about teaching international students – FoE supports and encourages ‘Internationalisation at home’ (via staff training and mobility; student-led initiatives; teaching, learning and assessment strategies, etc.) MYTH 3: An international curriculum is a specialist course – no isolated approach to IoC, although student-and level- centred approach MYTH 4: Adding a few international materials to a course provides global perspectives – FoE embedding international & global perspectives across all programmes and modules (Clifford, 2005)

Make reference to, and investigate intercultural issues in professional practice (in view of ‘employability’) Promote and support international mobility (study abroad, work placements, etc.) Provide real cross-cultural communication (formal and informal curricula) Establish and draw on international contacts and networks Offer international perspectives on social justice, equity, human rights, ethics and related social and economic issues Encourage students to reflect on their own cultural identities, geographical and cultural context in learning and teaching Use of technology to support IoC teaching and learning International FoE (some examples)

References Change the way you think about Hull | 7 October 2009 | 4 Clifford, V.A., Joseph, C., (2005) Report of the Internationalisation of the Curriculum Project, Monash University, Published, pp HEA (n.d.) Internationalising the Curriculum um.pdf