Topic 2: Transformative education
This week we are going to delve deeper into the ideas behind IoC and introduce you to the idea of Transformative Education. We realise that if you are not familiar with reading education texts this may seem very idealistic to you. To try and keep us grounded we will use the ‘How To’ ideas that the group generated last week to try and link the ideas to reality and practicality.
There are three activities this week and they involve quite a lot of thinking time. If you find the ideas difficult, or don’t understand the jargon being used please challenge us to explain things more clearly!
Activity 1: Getting to grips with transformative ideas
First read:
- Clifford, V. (2005). Theoretical approaches to IoC. In V. Clifford C. and Joseph. Report of the Internationalisation of the Curriculum Project. Melbourne: Higher Education Development Unit, Monash University.
This short paper will give you an overview and introduction to the major theoretical stances found in the IoC literature.
Then read:
- Morey, A.I. (2000). Changing higher education curricula for a global and multicultural world. Higher Education in Europe, XXV (1), 25-39. (You will need to access this through your institution's ejournals). Morey takes us through the various ways that IoC has been conceptualised as stages of curricula change from the contributions approach, to the additive, to the transformative and finally the action approach. She details the curriculum content, teaching and assessment strategies implied at each stage and advocates systemic change in universities to achieve graduates prepared for a global, multicultural future.
Activity 2: Transformative ideas discussion
Post to the Transformative Ideas Discussion space post a paragraph responding to the following questions:
- How does the model of transformative education relate to models you are already using as frames of reference?
- What is new to you in the ideas presented in the readings?
- Are there ideas here that you think you could find useful in your work?
- Are there ideas here that you think might not be useful - why is this?
After you have submitted your paragraph, read and respond to the posts of at least two other course participants.
Activity 3: Continuum of change
Now, reflecting on your readings take Morey's continuum (p. 30) of exclusive, inclusive and transformed and select two of the 'How to' ideas that you feel illustrate an inclusive practice and two that illustrate a transformative education. Submit them to the 'Continuum of Change' discussion with a brief statement of why you feel the ideas fall into those parts of the continuum. Try to do this by Thursday of this week at the latest so that others have time to give feedback.
View at least two other people's ideas and challenge each other about differences you see in the placement of ideas. What do you learn from these differences?
Key Readings
- Clifford, V. (2005). Theoretical approaches to IoC. In V. Clifford C. and Joseph. Report of the Internationalisation of the Curriculum Project. Melbourne: Higher Education Development Unit, Monash University.
- Morey, A.I. (2000). Changing higher education curricula for a global and multicultural world. Higher Education in Europe , XXV (1), 25-39.
- Course text: Caruana, V. (2011). Chapter 11: The challenge of global citizenship education in the 21st century university: a case for service-learning and community volunteering?
- Course text: Holiday, A. (2011). Chapter 7: A narrative of unexpected cultural contribution: a critical cosmopolitan approach to global cultural politics an internationalization.
While reading consider:
- How does the model of transformative education relate to models you are already using as frames of reference?
- What is new to you in the ideas presented in the readings?
- Are there ideas here that you think you could find useful in your work?
- Are there ideas here that you think might not be useful - why is this?
You can contribute your thoughts to the 'Transformative Ideas' discussion forum.
Further readings
- Course text: Clifford, V. & Haigh, M. (2011). Chapter 5: Graduate attributes and education for responsible global citizenship.
- De Vita, G. and Case, P. (2003). Rethinking the internationalisation agenda in UK Higher Education. Journal of Further and Higher Education, 27 (4), 383-398. This article urges us to reflect on our teaching. It questions the prevalent piecemeal ‘infusion approach’ to curriculum internationalisation, arguing for genuine dialogue with alternative paradigms to develop new curricula and pedagogies.
