LEARNING & TEACHING ON THE
INTERNATIONAL CAMPUS:
research informing practice
kumari beck
Context of Canadian internationalization
The status quo
Quick facts
International students and mobility
History, Issues, Challenges,
Problemetizing the status quo
What we know
Research on international
students, learning, teaching,
& student success.
(Some examples)
Implications for practice
Overview
“ there is no simple, unique or all
encompassing definition of
internationalization of the university.
It is a multitude of activities aimed at
providing an educational experience within
an environment that truly integrates a global
perspective” (AUCC, 1993)
Definitions
Influence of Jane Knight definition in Canada
the process of integrating an international,
intercultural or global dimension into the purpose,
functions or delivery of post-secondary education”
“
Jane Knight 2003.
Means different things to different people
Definitions
Internationalisation of the curriculum
is the incorporation of an international and intercultural
dimension into the content of the curriculum as well as the
teaching and learning arrangements and support services
of a program of study
(Betty Leask 2009, p. 209).
Definitions
Internationalization can be implemented
through a variety of strategies…
Program Strategies
Academic programs
Domestic and cross-border delivery
Research
External relations
Extra curricular initiatives
Organizational Strategies
Governance
Operations
Services
Human resources
Funding
Jane Knight (2004)
Elements of Internationalization
•student mobility
• international student recruitment
• domestic student mobility (field schools,
exchanges)
•faculty/staff mobility
•internationalization of curricula
•international delivery of curricula
•development cooperation projects and contract
education
Internationalization ...
A process (not a product, nor a disciplinary domain)
Integrates a variety of approaches
Complex; multidimensional
Most commonly associated with mobility (student
mobility)
Integrates & infuses intercultural and global dimensions
into curriculum *
Supported by specific policies and practices on campus
Incorporates a variety of research methodologies
What we know…
Over 200 Colleges, Universities and School boards are
engaged in international education
Common component of institutional mission statements
Many institutions have international strategies
Most institutions report that it is an area of strategic
importance
The level of engagement and approach varies by
institution
Internationalization in Canada
)
Why Internationalize?
To prepare graduates who are internationally
knowledgeable and interculturally competent (Knight,
2000)
Another interpretation • Little evidence of intercultural activity.
• Most activity in recruitment.
• Attention to curricular issues were marked
high on priority list but
• Majority of participating institutions indicated
low activity in this area.
• International students were identified as the
third highest indicator of internationalization,
but little evidence of integration of local and
international students.
Quick facts
International students contribute $6.5 billion to Canada’s economy
annually.
As of 2010, about 90,000 full-time and 13,000 part-time international
students studied on Canadian campuses. International student
enrolment increased 10% in 2011. ( past decade by 75%)
International students represent about 8% of the full-time
undergraduate student body (61,000 visa students) and
close to 20 percent at the full-time graduate level (almost 29,000).
Top countries of origin: China (15,800), France (7,200), United States
(6,600), India (2,800), South Korea (2,800). (latest stats: China, India,
Korea, Saudi Arabia & the USA)
Fewer than three in 100 Canadian students take advantage of
international programs. (Leading destinations: United States, United
Kingdom, Australia , France )
International students as a proportion of all university
enrolments, by level of education, Canada, 1992 to 2008
34% of full-time faculty respondents earned their doctorate
outside Canada (CAUT data 2007)
Of 56,115 total university professors:
33,220 were Canadian born (59%)
20,620 immigrated/non-permanent residents (41%)
(2006 Statscan data)
Research Activities
84% of Canadian full-time faculty respondents have
collaborators on research projects
64% collaborate with international colleagues
37% collaborate with U.S. colleagues (CAUT data 2007)
International and Faculty
What we don’t know …
Little research on internationalization and
Canadian universities
Few case studies
Expenditures on internationalization
initiatives? No economic analyses
Comparative data on institutional
experiences
Other issues and challenges …
Site of conceptual confusion
Frameworks that address the complexity of
internationalization
Experiences, voices and perspectives of
faculty, students and staff
Little analysis of the forces and influences
that shape internationalization
NNalanda
Alexandria
Erasmus
Ancient Nalanda
University
International student /scholar mobility –
nothing new
The colonial expansionist era…
Intercultural & international relations…
“Structures of power established by the colonizing process remain
pervasive, though often hidden in cultural relations throughout the
world”
(Ashcroft, Griffiths & Tiffin,1998, p. 1)
“The new global order does not depend upon direct rule.
However, it does allow the economic, cultural and (to
varying degrees) political penetration of some countries
by others”
(Loomba, 1998, p. 7).
Development Aid
Changing rationales for Canadian engagement
International education and student mobility
Globalization …
the growth, promotion
and expansion of the market,
a profit-motivated model of acquisition.
.
& higher education
Corporatization of the university
Commodification of education (products and services)
Learners as consumers
The means of maintaining a competitive advantage
Orientation to system efficiency and accountability.
Internationalization
From Aid – to Trade
Can exacerbate inequities in power and
economic relations:
Our brain “gain” is someone else's brain
“drain”
Can challenge existing relationships, but
it can also reinforce existing inequities
CBIE surveys of international students – 1988
Preparing to come to Canada; experiencing Canada; backgrounds; policy
changes
Students :
left home because of limited opportunities at home
chose Canada because of the quality of education
identified loneliness as key concern and experience
Financial issues were high on the list as a source of stress (burden to family, high
fees, restrictions on employment, no access to scholarships, cost of living)
Over 70% had been in Canada prior to enrollment in university
79% reported positive experience
Very small % intended to stay / work in Canada or apply for immigrant status.
Research on international students (Canada)
CBIE surveys of international students – 1999
Preparing to come to Canada; experiencing Canada; backgrounds; policy
changes
% of students who chose Canada as first choice of destination
up from 30% to 60%
Numbers of women international students – up from 25% - 42% of all
international students
Finances still cause for concern; most relied on families for income;more than
half reported difficulty in making up tuition fee costs;
In response to the question on racial discrimination –
28% disagreed with the statement
“I have not experienced any form of racism or discrimination as an
international student in Canada”
Research on international students (Canada)
CBIE surveys of international students – 2004
Similar to previous studies
76% of students reported Canada as their first choice of study
Leading field of study was Business.
86 % of students reporting satisfaction with their educational experience
Teaching and learning: Instructors treated them fairly; Instructors available
and accessible outside class;
67% reported that instructors did not take a personal interest in their
academic progress.
25% disagreed with the statement
“I have not experienced any form of racism or discrimination as an
international student in Canada”
Research on international students (Canada)
CBIE surveys of international students – 2009 NEW!
Similar to previous studies
Just over 50% of students reported Canada as their first choice of study
Tuition fees on the rise.
90 % of students reporting satisfaction with their educational experience
50% plan to stay in Canada
Recommendations: adjust/lower tuition fees
Make study permit process easier
Ease specific work permit restrictions
Research on international students (Canada)
Andres, Lukac & Pidgeon (2005)
First year experience of all students at UBC –
Learning and teaching:
Importance of having TAs
Quality of TAs , teaching skills and their level of helpfulness – important
Good professors – took the time to engage and interact with students, took
time to return emails and calls, conducted office hours, delivered clear
and informative lectures, and had a variety of teaching skills.
‘Bad’ professors – unprepared, unapproachable, did not return
student-initiated email, had poor classroom skills
Other concerns – LPI language test requirements strongly critiqued
International students gave up socializing with Canadian students
Domestic students unaware of problems faced by international students
Campus housing – lottery system was incomprehensible
Research on student experience
Faculty perspectives:
The issue gets raised, the idea is supported, but there is little practical
encouragement
Lip service is paid, but if you want to do anything it would be just words
There is not enough institutional support or encouragement to begin to
internationalize my courses
There is not enough support for international students and there are
almost no services to ensure their success
Bond – Internationalized learning (2006)
Sheryl Bond – Queen’s University
Critiques the conceptual confusion in the field
• Challenges the increasingly popular and overly simplistic notion that
internationalization involves adding an international dimension to aspects
of the curriculum;
• Presents the notion of internationalized learning
• Promotes the idea of internationalization at home, a new paradigm which
offers universities a guide for reform;
advocates for international and intercultural knowledge and expertise
which undergraduate students gather prior to beginning university
•
Possibilities …
“ Internationalization is …based on respect for the nation state, on
recognition and valuing of diversity, especially cognitive diversity which
develops in different cultural contexts”
(Sheryl Bond, 2006)
Turn to someone sitting next to you…
What are the challenges that you encounter with
International students (advising issues, or
learning/teaching issues, or other …. )
Internationalizing the curriculum
Turn to someone sitting next to you…
•What are the benefits that international students
bring to
your classroom
Your department/unit
Your university
•Have you noticed any benefits from
internationalization?
• Learning in a Canadian University (Beck, 2008)
• Towards Sustainable Internationalization
(Beck, Ilieva, Waterstone (2011)
• Interrogating Internationalization: A Multidimensional
Case Study – institutional ethnography.
(Beck & Ilieva, In progress)
The Centre for Research on International Education
Being International: Learning in a Canadian University
What are the experiences of international students
enrolled in a mid-sized Canadian university?
How can these experiences inform our understanding of
internationalization of higher education?
How would these understandings inform the design of
equitable and effective learning environments
on our campuses?
Conceptual Framework:
Context: Globalization theory
Relationships: Postcolonial Theory, Anti-racist frameworks;
Communities of practice
Identity: Cultural identity, national identity, resistance & agency
Method
Setting
•Mid-sized university in Western Canada “ Good
University” (GU).
•Enrollment : Undergraduate 19,979 Graduate 3,666
•International Students: Undergraduate 1,805 ; Graduate
505 .
Participants
12 Undergraduate students
From: China, Taiw an, H ong Kong, Japan & Bangladesh
Disciplines: Engineering, Computing Science, Science,
Business, Fine A rts and Linguistics
17 Graduate Students
From: China, Japan, Sri Lanka, Iran, M auritius, the U.K. &
U.S.A
Disciplines: Physics, M ath, Engineering, Computing
Science and Education
Getting here … Why Canada, Why GU?
Reputation of Western/Canadian universities
Wish to “study abroad”
Influence of family and friends; personal dream;
Western credential is symbolic capital
Graduate students - only option for higher education;
advancement in research, technology
First contact, and preparation…
•
First contact with GU very positive. Helpful,
knowledgeable staff, smooth processing of paper work.
“a good , decent university” (Parth),
“a really really flexible university” (Shabnam).
Preparation and entrance - Everyone worked very hard.
Exams,
language tests, paper work, applications,
transcripts etc
Many undergraduate students have prior Canadian
experience
Most took language preparation classes
Arrival…
“Those days w ere dark days. I w as disoriented. Didn’t have access
to anything. N obody recommend. N o one told me anything ,
w here to go even for information, no map to find my department.
N obody w as available. I w as like a ghost” . (Rojin)
Learning …
English: Noise & Silence
“ All the signals come in as noise”
“Better to be silent”
Teaching: good and bad
“ May as well stay at home and read the notes online”
(Long)
Classes are boring –
lecture delivery; lack of relevance; difficulty understanding;
don’t understand references and examples
Learning - What
works
Undergrads
interactive sessions; humour
lots of examples in the lectures
posed real life problems
challenging but learned a lot
“professor took an interest in me”
Grad students
general support of students
writing support; help with academic literacy
introduction to others in field
encouragement for conference presentations and publications
Social Lives
Absence of social networks
“ there is something lacking”
Limited time available to develop
new friendships;
Campus environment not
conducive to forming social connections;
Mixed response to residence life – depends on the personality of the student;
Some chose off-campus living to cultivate community linkages;
Unfriendly or non inclusive student groups;
Good relationships and friendships for some students (conscious effort is made
to cultivate a variety of friendships).
“Maybe it’s me… I don’t know” (Krystal)
Being seen…
Seeing themselves…
Students preferred to be recognized as
students in their discipline;
Many are equated with their English
language skills;
Some avoid being stereotyped;
Some flourish as cosmopolitans;
“ They think we are stupid”
“Once you speak they know…”
Some feel “international” all the time;
Others notice only in an event that is
organized by the International Office;
Visibility …
Invisibility …
“If students
don’t interact,
it’s not
really
international”
It’s only
the
façade
of
showing
international
• Acquisition of academic and linguistic skills dependent on
access to practice.
• Attention to socializing graduate students results in more
successful learning .
• Adhoc/poor socialization of graduate students into
department culture ,
• Faculty play an important role in socialization process
• Academically confident students learn how to deal with
difficulties.
Cultural creation, or containment?
Sustainable Educational Ecologies
Kumari Beck
Roumi Ilieva
Bonnie Waterstone
Cher Hill
Olivia Zhihua Zhang
Conceptualizing sustainability in educational terms : An environmental audit of a
Faculty of Education
Purpose – to design and develop an environmental assessment instrument that
analyses physical plant, ideas, practices that constitute daily institutional practices of
teaching, learning, program and curriculum development.
Project deliverable: a template for a comprehensive environmental inventory.
Sustainability and
Internationalization of Education:
What’s the connection?
Our research goals:
To develop a section of the template that could assess the
educational sustainability of internationalization within a Faculty
of Education.
Assess the replicability of the AUCC questionnaire on
internationalization –
Main question: What are the experiences of faculty, students, staff
and administrators in relation to internationalization at the FoE ?
Conceptual Framework:
Context –
internationalization in the
globalizing university
Stier
The nature of inter-group
relations (power and
difference)
Homi Bhabha
Mary Louise Pratt
Ecological perspectives in
Language education
Kramsch
van Lier
Some themes that were identified in the data…
Unsustainable practices….
Commercialization/marketization of
education/educational programs & practices
Lack of awareness and understanding of the
processes and practices of internationalization
Containment of difference / erosion of diversity &
inequitable relations of power
Possibilities for sustainable internationalization
Reciprocity and mutuality
Respectful and equitable partnerships
Curriculum that recognizes the strength of diversity
Pedagogies that seek to realize the goals of
internationalization
Common understandings of
the internationalization of education
Students Faculty
Staff
Diversifying curriculum, pedagogy,
research, & institutional practices to
address international issues, global
perspectives and/or incorporate foreign
scholarship
40%
39%
60%
Mobility of university population
28%
17%
International collaboration & connections
in regards to research and teaching;
sharing of knowledge, curriculum,
pedagogy
16%
30%
International standardization of the
institution
13%
Hegemonic educational practices;
education as a commodity
9%
35%
Blank
46%
32%
17%
Common perceptions
A sense of ‘ not knowing’ what internationalization is, and
what activities are carried out under that umbrella;
“We seem to start with the assumption that if it's something
international we should do it” (Survey – Faculty)
Internationalization is most commonly associated with
student mobility;
Not having opportunities to participate in decision-making;
Most commonly endorsed Rationale for internationalization
Faculty member responses (n=34)
Competing rationales
A common perception of the primary institutional motivation: getting “bums on
seats” or a “money grab”
“I think the Faculty is committed to increasing presence in the international
education ‘marketplace’. I am not sure there is much understanding of socio[Survey, Faculty]
political-ethical reasons for internationalization”
“ I haven’t seen a clear focussed plan on our mandate – What fits within its
(Survey, Faculty)
scope and what doesn’t”
Should the Faculty endorse an international dimension
in its policies and plans?
120%
100%
80%
60%
yes
no
40%
20%
0%
students
faculty
Data
on learning
& teaching
Diversifying/internationalizing the curriculum
“broadening world views”
“Considering world wide issues, not just localised ones.”
“not limited to white Anglo-Saxon, Christian values and epistemologies”
“incorporating international research”
“learning the advantages and disadvantages from the people all around the
world”
“To have the communication of world culture in a global range. To enrich
personal life experience and knowledge.”
“sharing of educational methods and curricula between states”
“sharing knowledge and understanding between cultures”
“Cross-cultural research project”
“finding a common ground across cultures where education can reach all
people and all interests.”
.
What do students say about internationalization?
“workshops and seminars that bring in global issues”
“mentoring programs to help support international students”
“It means having an international and global outlook in how education is
delivered be it in the teaching, research and community service functions of the
university”
“Introducing different environments, diversity, learning styles, and education
systems”
“Education outgrowing the political borders of province/state and nation.”
“Open minded communication”
“education without borders”
“An awareness of the ties between education and culture as it is represented
throughout the world.”
“Global education. Everyone has the right to an education no matter their
gender, age, location, or socioeconomic status.”
What do students say about internationalization?
Critical interpretations
“Reification of education as a commodity”
It also means "a substantial source of revenue" for our increasingly privatized
university system.
“the elites consolidating control”
“To me it connects to globalization ... The reason for this is that it seems
everything involved in internationalization of eduation is a western perspective.
People from other countries exchange to go to the west to recieve American
education and people from north America travel to international countries to
either teach a western version of education or to learn in an international
setting (which is usually adapted to be a western style). Internationalization of
education is supposed to bring the globes education together and to inform the
world about the world.”
What do students say about internationalization?
It means a lot for me. I can expand my view and understanding to each other.
Internationalization education gives hope to me.”
“On the spot, it means the incorporation of world views, perspectives, and
content from countries outside of Canada, or even from minority cultures within
Canada. For this to be effective, I think it needs to involve lived experience
and/or teaching by those with direct experience.”
What do students say about internationalization?
Building multinational connections, communication, collaboration
“Connections for many levels of education across national borders.”
“Communication and collaboration between educational institutions across
cultures, languages and borders.”
“Ideologically, the idea that we are all improved by exposure to people different
from ourselves.”
“it does not mean colonization-- it means sharing deeper understanding and
broadening one's self in relation to living, being, and learning from others in
other contexts.”
“Building links and understanding between students and faculty from different
learning cultures.”
“both the "exporting" of educational resources (students, teachers, curricula) to
countries outside Canada and the importing of educational resources from
other countries into Canada -- ideally resulting in mutual transformation.”
What do faculty say about internationalization?
“An important aspect is providing opportunities for increased mobility of both
students and teachers. More recently, electronic communication allows
continuity of working together between visits.”
“I think opportunities for student exchanges/study abroad is a key part of the
internationalization of education. Modern technologies also provide the
opportunity for individual courses to be offered internationally - with students
from multiple countries participating, conversing, and completing assignments
together; however, I think institutional accreditation/articulation barriers still
prevent this from happening most of the time. I hope we'll see more
opportunities for this in future, though, as it is a low-cost yet authentic way from
students to learn more about people from countries other than their own.”
“supporting international study opportunities for our students - both abroad and
in relationships developed with international students that come here
What do faculty say about internationalization?
Diversifying curriculum/pedagogy/programs/practices
“bringing international perspectives to education”
“bringing perspectives, epistemologies, and practices from diversity of cultures
into research, curriculum, pedagogy, and programming in universities and
schools.”
“To some extent, internationalization of education would also encompass the
intentional use of reading materials, examples, and case studies from multiple
countries, but I fear that an emphasis simply on this would lead to instructors
feeling pressured to (mis)teach material that they don't really understand
themselves. I think the interaction of people is more valuable than the simple
adoption of materials ‘from somewhere else.’”
What do faculty say about internationalization?
Diversifying curriculum/pedagogy/programs/practices
“Educationally, a more expansive, rich curriculum, culturally aware and
responsive alternative approaches to pedagogy, researching and developing
alternative forms of and approaches to and values of assessment, building
relationships and communities that are diverse and inclusive (not ghettos and
silos as we often find now). and an active research program encompassing all
of the above.”
“It can mean a) looking at the content of our courses and determining if an
international 'lens' is applied; b) looking at the content of our courses and
determining if we have adequate international content;”
What do faculty say about internationalization?
Recognizing multiple perspectives/epistemologies
“It seems to suggest that there is an attention to plural ways of knowing doing
and being in the world. This is realized in relation to local knowledges
intersecting with more paradigmatic positions that are shared across groups.”
“Recognition of the different perspectives of others from around the world, and
a recognition that their perspectives, when different from ours, may be at least
equally valid.”
What do faculty say about internationalization?
Recognizing multiple perspectives/epistemologies
“To me internationalization means simply, those activities, beliefs, values,
dispositions and knowledge bases that extend beyond national borders; as well
as the activities, beliefs, values, dispositions and knowledge bases that extend
our ideologically symbolic local/national borders.”
“This also means the complications and problematics, unintentional and/or
intentional, that emerge from greater international contacts and initiatives.”
On the positive side, it means increasing our understanding and therefore
improving our actions so as to be more respectful and effective vis-a-vis the
students and others whom we work with in our diverse society.”
What do faculty say about internationalization?
Findings related to learning & teaching
Containing difference …
Course content does not recognize diverse knowledge,
perspectives and experiences.
“We know best . . . get on board. You know nothing . . . get on board.
We couldn't deal [with] our diversity . . . but can deal with the world's. ...
get on board or stay overboard.”
Similarly, a faculty member described the internationalization of
education as
“an attempt to hegemonize/colonialize the legitimate educational
practices of non-Western traditions.”
[Survey - F]
One faculty member called the curriculum’s focus on North American
content a “much too arrogant” overvaluing of what ‘we’ have to offer
those who come to study (Fac.Int2).
A student reported that
“in the courses here students are not able to bring their culture in to the
learning environment to it is more just like the knowledge comes from
the top to the bottom” (St Int 4).
Monolingual, mono-cultural learning
context; stigma attached to EAL
Lack of reciprocity; no effort to value other languages,
alongside institutional requirements and evaluations –
for both admission and graduation – that continue to
reinforce a narrow view of educated English
“our assumption is that most scholars and students speak
our language, speak English, in order for us to even listen to
them …. What efforts do we make to learn the local
language of the local community?” [Interview, Faculty 2]
[my friend] “was humiliated by her TA [who] actually told her
her English is horrible in front of the whole class” [Interview,
Student 2]
“the students that we receive here and host here from
international contexts, they are sort of invisible in my mind
… They are not a part of our learning community.” (survey –
Faculty)
Moving Towards a Sustainable/Equitable
Internationalization
Valuing diverse knowledge, experiences,
multilingual resources
• The people that are working with [internationally educated teachers] …
really try to understand their students …. I think our faculty gets a huge
amount of credit for … saying, “No, we are not going to do the cookie cutter
thing ‘cause this isn’t working. (Staff 1 int.)
• Every time I teach ... the undergraduate course [about ESL] … [I would
say], “What are the linguistic resources in this classroom?” I ... do ... the five
minutes of a language lesson … so that they see classmates as knowing [for
example] Mandarin. (F 4 Int.)
• [in my PhD course] there was a student from Jordan… . It was so
interesting hearing her perspective … she had very different philosophies…it
makes it much more heterogeneous and benefits the university. (S 7 int.)
Mutuality
Internationalization… is a partnership wheel …. we
had a group from Botswana and the knowledge
and skills that they brought …. [I]t wasn’t a oneway where they came here to gather expertise from
us…. I think …it is critical that we respect the
knowledge and skills that other countries and
cultures bring to the picture. [Interview, Student 7]
Desired Equitable Practices
Recognizing, valuing, and incorporating diverse
knowledge and experiences through curriculum and
pedagogy
• Internationalization to me means modifying your curriculum so
that ... the scholarship of the world is available to students
[and where] on every reading list in every course in the FOE
there [are] non-Western/European authors”(F 4 int.)
• [Internationalization] could mean … an acknowledgement of
our students’ international background in general and infusing
the teaching with a variety of teaching methods that are not …
traditional within the Canadian educational system. [Interview,
Staff 2]
“ [I have heard] individual students'
testimony about the impact of
experiencing a shift in their
understanding based on an experience
they have had in the Faculty. I've heard
those testimonies from international
cohorts, students participating in a
well-structured film discussion, and
students working on a StatsCan
analysis of their school community. All
depends on the teaching style and
cultural awareness of the instructor. “
(Interview – Staff1)
Implications
Working for successful learning outcomes in internationalization
Knowledge of or experience with internationalizing learning should be an
explicitly stated criteria for hiring just as is the conventional disciplinary-based
knowledge.
Provide substantial staff development opportunities to faculty. Workshops in
teaching methodologies should be individualized to the field and/or discipline.
Recognize that faculty members are carrying heavy work loads which make
change problematic, particularly change that requires self-reflective thought.
Have Deans and department heads make internationalization an explicit priority
in their medium and long term planning.
Hold town-hall meetings with students or develop an online web page to broadly
consult students on how they can contribute to or benefit from the
internationalizing of learning.
Recognize and value international and intercultural experience and expertise of
students on their transcript.
Bond – Internationalized learning (2006)
Some recommendations … Institutional level action
Student services
Holistic and comprehensive student services and support =
student success in learning
Language and Academic literacy support
Socialising students – Department and discipline specific
strategies
Raising awareness, educating, communicating (international
issues), sustained through the year
Integrated events ( don’t isolate international students)
Awareness on social issues affecting
many student groups ( race)
In what ways can we maintain
and nurture the local and global
diversity on our campuses?
Internationalization at Home
Change focus from ‘teaching’ to
‘learning’
Cannot make assumptions about learner
needs
There is no template ( one size fits all)
All students are resources
Internationalization at Home (use
experience and knowledge of those in
the room)
Include multiple and diverse perspectives
Value diverse knowledges
Break Eurocentric dominance ( readings)
Discipline specific strategies
Recognize multilingual resources
Acknowledge and factor in complexity
Curriculum
It’s all about the relationships!
Care and invitation
Make students matter
Recognize students for their strengths
Create opportunities for small group
interactions
Experiential learning
Discipline specific strategies & events
Access to social spaces.
Does everyone understand the ‘rules’ and
practices?
Assignments - differentiated
Mutuality - put the ‘inter’ back in
international
In other words,
It’s all about good teaching!
Pedagogy
Connecting it back to …
The Role of the University
For centuries the universities have made
important contributions to the development of
concepts of civic society and citizenship.
For example, in the 19th century and the first half
of the 20th, they played a central role in the
development of the idea of the nation state,
nationhood and national citizenship.
Connecting it back to …
The Role of the University
The international dimension of people’s lives is
becoming more important.
Surveys confirm this is particularly true among
younger Canadians.
Their global identification is not only in terms of
consumption and employment opportunities, but
also participation in global civic society.
Connecting it back to …
The Role of the University
Growing evidence that the new information and
communication technolgies are internationalizing
civic knowledge, attitudes, perspectives and
organizations.
Concept of global citizenship in Canada is
largely aspirational but evolving.
When it is at its most
powerful, international work
can enhance all of us in
different ways and so we
each bring our strengths to
that collaborative table but
also because our
political/social/cultural
contexts are so unique, the
things we draw on and gain
from those relationships are
always amplified in ways that
are unpredictable.
(F 2 – interview)
I like the notion of
the intercultural
because it is not a
one-way street. It
is not “you come
here so we can
teach you” and
then you go home.
It is this reciprocal
thing where we
are going to learn
from you guys and
kind of have that
give and take.
(St. 6 – Interview)
Possibilities …
“We have a moral obligation
and a moral responsibility as
a public institution,
as an educational institution
and as an academic and
scholarly space,
to model the kind of
collaborative thinking and
creative thinking that can help
us deal with some of the
issues that are of relevance
to the world
beyond our own sphere ”
(F 2 – interview)
Relations of possibility …
Thank you!
Contact information
Kumari Beck
Faculty of Education
Simon Fraser University
Email: kumari_beck@sfu.ca
Phone: 778 782 8599