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    Internationalising the curriculum in education: An overview

    Access Status
    Fulltext not available
    Authors
    Whitsed, Craig
    Green, W.
    Date
    2015
    Type
    Book Chapter
    
    Metadata
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    Citation
    Whitsed, C. and Green, W. 2015. Internationalising the curriculum in education: An overview. In Critical Perspectives on Internationalising the Curriculum in Disciplines: Reflective Narrative Accounts from Business, Education and Health, 85-90.
    Source Title
    Critical Perspectives on Internationalising the Curriculum in Disciplines: Reflective Narrative Accounts from Business, Education and Health
    DOI
    10.1007/978-94-6300-085-7_7
    ISBN
    9789463000857
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/67533
    Collection
    • Curtin Research Publications
    Abstract

    © 2015 Sense Publishers. All rights reserved. Reflecting on the internationalising of higher education, Josef Mestenhauser (2011) observed, ‘educational systems are defined by two contradictory goals: First by the need to protect tradition and second, to lead society into the future’. This statement is particularly pertinent to those who teach in the discipline of education. As a discipline education poses interesting challenges for IoC. Given the general focus in Education faculties is largely on preparing the next generation of teachers to work within what might be viewed as rather narrowly defined, heavily prescribed and regulated national contexts and curricula, the international dimensions of teacher education are not always immediately evident, valued or nurtured. This may be particularly so at the undergraduate level, where the emergent professional identity is first nurtured, shaped and formed.

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