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Scholarly literature on the Internationalization of Education has generated important theories, debates, and insights supporting in-depth understandings of the field, yet we lack comprehensive reviews exploring the design, implementation, and impact of practical approaches. The present review addresses this gap, mapping the literature on international curriculum design, identifying trends and themes across approaches and pedagogies while revealing limitations and lack of attention to issues that inhibit practice in the field. It highlights the privileging of “instrumental,” or quantifiable skills-based curricula, over “transformative” internationalization dedicated to social justice and equity, and observes important disconnects between theory and practice: publications in the field offer critical conceptualizations of what internationalized curricula should achieve and why but with little attention to specific content and teaching practice that would lead to achieving these objectives. The review further analyzes such disconnect in the literature dedicated to decolonial internationalizing pedagogies, while simultaneously illuminating how prevailing decolonial theories of international education erase and ignore parts of the world. It concludes by contending that approaches to the internationalization of curriculum would benefit from increased practical frameworks that could guide educators, practitioners, and students in crucial conversations at the intersections of social justice and International Education.

This article proposes a new paradigm including the concepts of contextualized multiple intelligences (CMIs) and triplization for reforming education. A pentagon theory is developed as the base for learning and teaching, to help students develop the necessary CMIs in the new century. Then the article illustrates the concepts and processes of triplization, including globalization, localization, and individualization, and explains why they together can provide a completely new paradigm to reform school education, curricula and pedagogy and how they can substantially contribute to the development of CMIs, of not only students, but also teachers and schools. Finally, the implications of the new paradigm for changing curricula and pedagogy are advanced. It is hoped that the new century education can support students becoming CMI citizens, who will be engaged in life‐long learning and will creatively contribute to building up a multiple intelligence society and global village.

Illustrated through ethnographic data drawn from a case study of a full-day kindergarten in Ontario, Canada, this chapter argues for an approach to inclusive curriculum that places the ethical relation at the center and promotes children’s rights through opportunities for multimodal communication. Theoretically, this case drew on multimodal literacy and ethical curricula. The study used ethnographic tools such as class observations, semi-structured interviews, and collection of children’s work. Findings indicate that responsive, ethical curricula through multimodal pedagogies were intrinsically inclusive of all children’s funds of knowledge and encouraged children to become curricular informants and take control of their choices of meaning making.

This chapter provides an overview of the postcolonial literatures and their critiques relevant to internationalising curriculum in the educational administration and leadership field. The aim is to both examine the problems culturally and institutionally with primarily Anglo-American globalised curriculum that still holds a hegemonic position internationally as well as identify proposals in diversifying the field to reflect context, policy requirements and practices, and cultural values and principles. Discussed also are a number of initiatives that have been taken that provide a foundation for furthering this kind of curricular development, and a set of principles for internationalising the field that indicate the various levels and factors involved.

This essay engages with scholarship on history as a discipline, curriculum documents and academic and public commentary on the teaching of history in Australian, British and Canadian secondary contexts to better understand the influence of the tension between political pressure and disciplinary practice that drives the history wars in settler-colonial nations, how this plays out in secondary history classrooms and the ramifications this may have on students' democratic dispositions.

This article aims to compare secondary history curricula and pedagogies in Australia, Britain and Canada to better articulate and conceptualise the influence of the “history wars” over the teaching of national histories upon the intended and enacted curriculum and how this contributes to the formation of democratic dispositions within students. A conceptual model, drawing on the curriculum assessment of Porter (2006) and Gross and Terra's definition of “difficult pasts” has been developed and used as the basis for this comparison. This model highlights the competing influences of political pressure upon curriculum creation and disciplinary change shaping pedagogy, and the impact these forces may have upon students' experience.

The debate around what content students learn, and why, is fraught because it is a conversation about what each nation values and how they construct their own national identity(ies). This is particularly timely when the democratic self-identification of many nations is being challenged. The seditious conspiracy to storm the US Capitol on 6 January 2021, Orban's “illiberal democracy” in Hungary and the neo-Nazis in Melbourne, Australia are examples of the rise of anti-democratic sentiment globally. Thus, new consideration of how we teach national histories and the impact this has on the formation of democratic dispositions and skills is pressing.

The new articulation of a conceptual model for the impact of the history wars on education is an innovative synthesis of wide-ranging research on: the impacts of neoliberalism and cultural restorationism upon the development of intended curriculum; discipline-informed inquiry pedagogies used to enact the curriculum; and the teaching of national narratives as a political act. This comprehensive comparison of the ways in which history education in settler-colonial nations has developed over time provides new insight into the common elements of national history education, and the role this education can play in developing democratic dispositions.

The purpose of this paper is to explore the relationship between educational orientation and employer influenced pedagogy and to consider some implications for work-based learning (WBL) higher education (HE) policy and practice in Europe.

The paper draws on purposefully selected case studies to describe the key attributes of WBL related pedagogy associated with three HE programmes in Finland, Spain and the UK.

The national regulatory environment has a key role to play in issues associated with WBL pedagogy. The case studies also demonstrate a pluralistic approach to pedagogy and the key role that employers play in both providing regular intelligence to inform curriculum design and contributing to pedagogy.

The small number of case studies limits the opportunity for generalisation and the level of analysis masks subtle and interesting differentiations in pedagogy worthy of further exploration.

The paper highlights implications for government to provide the vision and regulatory environment to encourage WBL and for universities and academics to design and implement innovative, pluralist pedagogies.

The paper provides a new framework and a unique analysis of programme level case studies from three European countries.

With the increased flow of Syrian Muslim refugees entering new places such as Scotland, attention has been given to Syrians’ adaptation to their new settings. This chapter explores refugee parents’ roles in mediating their children’s educational experiences. The study is informed by theory of identity (Hall, 1996), Orientalism (Said, 1978), framing (Bernstein, 2000), and hegemony in curriculum (Apple, 2004). Snowball sampling was used to recruit participants in Glasgow. Semi-structured interviews and vignettes were used to generate data with 12 parents and 12 school-aged children in 12 refugee families. The chapter explores how these families have encountered new aspects of their education, such as different pedagogy and Eurocentric curriculum. By examining the participants’ various ways of dealing with these aspects, the chapter explores educational challenges that did not exist before their displacement, demonstrates the inherent diversity within refugee populations, and conceptualizes their negotiation with new contingencies using Hall’s concept of identity as a relational and contingent process.

The purpose of this paper is to explore the effectiveness and pedagogical implications of integrating wikis into the curriculum and the subsequent learning outcomes of a group of Net‐Gens who enrolled in an International Marketing course. The research problem of the study is: “What are the learning outcomes and pedagogical implications arising from the use of wikis?”

A qualitative research methodology supported by the NVivo data analysis software was employed. A triangulated approach to collecting data was used. First, the content of the three student‐generated wikis and the written text of 30 student assignments were analysed by using Nvivo software to identify emerging themes pertaining to wiki‐based learning outcomes. Second, a critical incident method was employed where students were asked to describe two positive experiences and two negative experiences related to the wiki pedagogy. Third, in‐depth interviews were conducted with six members of the teaching panel of the course to further understand the pedagogical implications of wikis.

Consistent with previous studies, it was found that wikis promoted collaborative learning, organic discussions and independent thinking. Against previous studies, however, it was found that students adapted to wiki‐based pedagogy very well, and with little difficulty. There were differential levels of student engagement in wikis, and that occasionally wikis resulted in stagnated discussions, unless clearly aligned to the curriculum.

A well thought‐out alignment of wiki assessments with other learning activities has the potential to engage Net‐Gens. In order to keep students enthusiastically engaged in wiki discussions, it is important to embed wiki‐based activities into other learning activities. Understanding that there is a “spill over” effect from one learning activity to another is important.

The outcomes were especially beneficial to non‐English speaking background (NESB) students who are often inhibited in their responses in typical classroom settings.

While research has focussed on the use and functionality of wikis in curriculum design, there is a paucity of work on their pedagogical implications. This paper look sat the implications of a “wiki‐based pedagogy” which assumes an “emancipatory”, partially‐“constructivist” paradigm of learning, where teachers should be ready to ‘loosen the controls of the conventional teaching‐centred learning environment’.

This paper aims to describe a two-stage sustainability curriculum assessment, providing tools and strategies for other faculty to use in implementing their own sustainability assessments.

In the first stage of the five-year curriculum assessment, the authors used an anonymous survey of sustainability faculty and requested data that would verify the survey’s self-reporting: updated sustainability syllabi, and answers to the question, “where have you integrated the three aspects of sustainability – biological systems, social systems, economic systems – into this course?” Finding that the self-reporting results did not match the evidence on the syllabi, the authors interrogated their methods from the faculty workshop trainings for sustainability curriculum transformation.

The authors’ workshops had not provided clear definitions for “sustainability” and the learning outcomes expected in sustainability courses. They had also not addressed the role of transformative pedagogy in teaching a holistic approach to sustainability. The research identified and transcended five key barriers to implementing sustainability curriculum: an over-reliance on faculty volunteers, unclear and unenforced expectations about sustainability implementations, a failure to recognize and circumvent institutional and philosophical barriers to teaching sustainability’s interdisciplinary approach through disciplinary-based curriculum, conceiving of sustainability pedagogy as transmission rather than transformation, and overlooking the ecology of educational systems as nested within the larger sociopolitical environment.

This study confirms the limitations of faculty self-reporting unless augmented with verifiable data.

Sustainability educators can use this research to devise curriculum or program assessment on their campuses: the mixed-methods approach to data collection, the inquiry into sustainability workshop trainings, the elements required on sustainability syllabi for building a coherent sustainability studies program, the resources for practicing a transformative sustainability pedagogy, and the barriers to sustainability implementation along with strategies for surmounting these barriers will all be of use.

This paper explores and combats root causes for an all-too-common disconnection between positive faculty self-assessment and syllabi that do not fully integrate sustainability across the disciplines.

In this chapter, I take up Smith’s (2012) conceptualization of pedagogy as “the thinking and practice of those educators who look to accompany learners; care for and about them; and bring learning to life” (np). I first make visible my thinking about parents and families which underlies my pedagogy. Here, I use Green and Christian’s (1998) notion of “accompanying” and Noddings’ (2002) notion of “caring about” to elaborate on my metaphorical understanding of the position of educators as one of walking alongside parents and family members in the education and schooling of their children. I then reflectively turn to my practice with undergraduate teacher education students to discuss what I do, in my own walking alongside, to live out a “curriculum of parents” (Pushor, 2011, 2013) with students. I use my course, Teaching and Learning in Community Education, to provide a live example of my pedagogy in practice and, finally, I reflect on my experiences within this pedagogy of working with parents and family to pull forward considerations that I feel are worthy of “deeper noticing” (Bateson, 1995).