Curriculum as a language of ethical engagement: Reducing epistemological barriers, continuing the dialogue

Abstract

This paper focused on how students from diverse local and international backgrounds in selected business classes at Washington Adventist University in the USA were affected by the negative rhetoric and actions d'effacer of President Trump over his presidency and also how they were experiencing their studies. A qualitative approach was utilised to collect data via a questionnaire in which 11 students participated. The results are, therefore, not generalisable but can provide insights for further exploration of curriculum and classroom deliberations with diverse student populations. Results showed that all 11 students were studying with students of diverse backgrounds. Six of seven international students found their studies liberating when compared to their home country. It showed that 10 of 11 students were negatively affected by President Trump's rhetoric about racism and anti‐immigrant statements. All 11 felt that their professors understood them. This last result is meaningful due to a commitment to the core values of the institution. With many students discovering mental health challenges today, it is a positive outcome to know that students feel understood. This can be motivating to the maintenance of ethical engagement in curriculum discourses, reducing epistemological barriers and promoting socio‐emotional comfort and acceptance of students of international and diverse backgrounds.