Bringing the World into Your Classroom

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Bringing the World into Your Classroom
Resources and Strategiesfor Course
Internationalization
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A typology for Internationalized Curricula

• curricula with an international subject (e.g.
  international relations, European law)
• curricula in which the traditional/original
  subject area is broadened by an internationally
  comparative approach
• curricula which prepare students for defined
  international professions (e.g. international
  business management, accountancy)
• curricula in foreign languages or linguistics
  which explicitly address cross-cultural
  communications issues and provide training in
  intercultural communications skills
• interdisciplinary programs such as region and
  area studies, covering more than one country
  (e.g. European, Scandinavia, or Asian Studies)

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A typology for Internationalized Curricula
(continued)

• curricula leading to internationally recognized
  professional qualifications
• curricula leading to joint or double degrees
• curricula in which compulsory parts are offered
  at institution(s) abroad, with local faculty
• curricula in which the content is especially
  designed for international students

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Level 1 - Add International Information

Use an international setting for your examples.
Sample sources World almanacs Maps, More
Maps CIA Handbook Regional Programs
Comparative analyses of different media
representations

PITFALLS Falling into Stereotypes Othering Focu
sing on superficial aspects of culture
5 minutes on how todays international headlines
interact with our subject
Writing assignments about international events
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Level 2 - Add Aspects of Intercultural
Communication

• Culture is like a pair of sunglasses. It
  shields us from external harshness and offers us
  some measure of safety and comfort. It also
  blocks us from seeing clearly through our tinted
  lenses
• Ting-Toomey, 1999, p. 12

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Level 2 Mindful Communication

• Discussions of different aspects cultural
  identity and how they may lead to conflict past
  of present.
• Discuss how meanings are developed in context.
• Denaturalize the process of communication-discuss
  how to tune into different cultural norms,
  scripts and expectations.
• Create awareness of multiple perspectives.

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Level 3Global Education

• Requires an evaluation of your teaching
  philosophy What is your goal when teaching?
• Challenges the underlying assumptions of
  knowledge ( e.g., impact of colonialism, power
  and social relations on the development of
  knowledge itself) Requires contextualizing the
  knowledge.
• Focuses on deep cultural differences. Questions
  the use of artifacts to dramatize difference.
• Requires reflexive teaching
• Challenges stereotypes
• Requires the presentation of alternative
  perspectives
• Presents cultural realities as complex situations
• Mary Merrifield, 2001.

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Level 4 - Develop a Study Abroad Program

• Why are you interested in developing a study
  abroad?
• Would your course benefit from a location abroad?
• Would there be student interest?
• Contact us - and we will work with you in
  developing the administrative aspects of your
  program.

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Thank You