Internationalizing the Curriculum in Canadian Universities: Considering the Influence of Power, Poli

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Internationalizing the Curriculum in Canadian
Universities Considering the Influence of Power,
Politics and Ethics

• Rosetta Khalideen
• University of Regina

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Introduction

• Internationalization - integrating an
  international perspective into the
  teaching/learning, research and service functions
  (Knight, 1997)
• Dependent on interpretations
• an economic venture
• labeling activities as international
• preparing students for global citizenship

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Curriculum

• Why internationalize curriculum?
• Curriculum is integral
• Guides learning activities
• Provides a focus for an international approach to
  subject matter
• Allows for exploration of experiences within a
  global context
• Solidarity with the world

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Curriculum (Contd)

• How to internationalize curriculum?
• Infusion of international content?
• Adding international content to existing courses?
• The traditional curriculum needs to be
  restructured by
• establishing new philosophical and ideological
  orientations
• changing curriculum objectives and activities
• Change from the traditional to an
  internationalized curriculum calls for the
  transformation of practice

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Power and Politics

• Universities are bureaucratic systems where
  different people enjoy different levels of status
  and power (Hill, 2001).
• Power and politics shape content and activities
  of courses and programs
• Faculty often have difficulty relinquishing
  power over what is taught due to tradition of
  autonomy and academic freedom.
• Acting solely on the basis of academic freedom
  places limitations on courses and programs
• The political will is often to maintain the
  status quo

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Power and Politics (Contd)

• Internationalizing curriculum has to be
  negotiated on all fronts
• Use of political tactics
• Coalition building
• Representation of faculty members with strong
  internationalization understanding and interests
  on committees
• Buy-in from central university administration

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Ethics

• Whose interest does internationalizing the
  university serve?

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Ethics (Contd)

• Increased number of international students equals
  increased finances
• Commodification of education is on a big time
  boom
• Fundamental values of curriculum must address
  global issues
• understanding people and situations no matter
  their geographic location
• attention to universal values human rights,
  social justice and equity, respect for cultural
  pluralism, protection of the environment
• development of critical consciousness

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Concluding Thoughts

• Curriculum plans must consider power, politics
  and ethics
• Barriers to internationalizing the curriculum are
  found in structures, attitudes and behaviors
• unwillingness of faculty members to teach/learn
  about the international aspects of their
  discipline
• little or no incentives by the university to
  encourage faculty to give increased attention to
  internationalization
• parochialism and a narrow view of education
• Need for discussion and critical reflection by
  all those who are affected and affect curriculum.

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Questions Comments
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