Chapter 7 Innovating Curriculum: Integrating Global Citizenship and Equity Education for Student Success

Imagining inclusion in the university setting: plural discourse among Spanish university lecturers / Imaginar la universidad inclusiva: pluralidad de discursos del profesorado universitario español

“…Existe en el momento presente una profusión de investigaciones, informes y compilación de buenas prácticas que acreditan la presencia de elementos que han de constar en un análisis institucional que desee visibilizar, medir y acreditar las políticas acometidas de inclusión (Lawrie et al, 2017). Lo anterior atestigua la idea de liderazgo inclusivo (Blessinger et al, 2018; Stefani & Blessinger, 2017) y excelencia inclusiva (Department of Education, 2016) como factores importantes para crear entornos dinámicos favorecedores del acceso, curriculum, servicios, investigación, innovación, evaluación, clima y cultura inclusivos (Buenestado-Fernández et al, 2019) que fomenten modelos de enseñanza y aprendizaje equitativos desde parámetros de justicia cognitiva y social (Dias & Soares, 2018; Lumb et al, 2019; Teodoro, 2020) e incluso de justicia epistémica (de Bie et al, 2019) y emancipatoria (Walker, 2020).…”

“…At the present time, a plethora of research, reports and compilations of good practices are being collated, attesting to the presence of elements that must be recorded in an institutional analysis that wishes to make visible, measure and accredit the policies undertaken for inclusion (Lawrie et al, 2017). This testifies to the idea of inclusive leadership (Blessinger et al, 2018;Stefani & Blessinger, 2017) and inclusive excellence (Department of Education, 2016) as important factors in creating dynamic environments conducive to inclusive access, curriculum, services, research, innovation, evaluation, climate and culture (Buenestado-Fernández et al, 2019) that foster equitable teaching and learning models on the basis of cognitive and social justice (Dias & Soares, 2018;Lumb et al, 2019;Teodoro, 2020) and even epistemic (De Bie et al, 2019) and emancipatory justice (Walker, 2020).…”

Virtual exchange program building: an assessment-based approach

“…Internationalization strategies such as mobility programs and curricular internationalization can accomplish a number of institutional outcomes including increased retention and degree completion (Raby, Rhodes, & Biscarra, 2014); student growth in intercultural competence (Asia Society, n.d.; Wood, 2019) which expands postgraduation career options (British Council, 2013); and improved diversity and inclusion within programs and on campus (Flores et al, 2014). Educational institutions aim to graduate interculturally competent citizens ready to work effectively in connected, globalized, and rapidly changing societies and economies (Killick, 2017;Knight, 1997;Leask, 2015;Lumb, Razack, Arman, & Wugalter, 2019). To further these goals, VE serves as a strategic hinge between mobility and curricular internationalization (O'Dowd, 2017;Ward, 2016).…”

Accounting Curriculum Evaluation in Implementation Merdeka Belajar - Kampus Merdeka

“…The research on the implementation of curriculum internationalization is executed in Canada, one of which is through the Global Citizenship and Equality Education (GCE) model. The GCE Centennial College integration model provides practical strategies for student engagement, teaching innovation, reflective practices, and curricula modification in the classroom (Lumb et al, 2019). The application of the curriculum in Russia identifies the cross-cultural management skills (CCM) set for graduates in pursuing a career in an international environment.…”