This paper offers an analysis of our experience of working at a University which is currently developing internationalisation across its programme provision. We examine the role of global education within internationalisation of the curriculum and we offer some examples of learning and teaching strategies to put this approach into practice.
Whilst we examine our experience with reference to modules within Initial Teacher Education and Continuing Professional Development programmes in Education, we argue that the practical strategies drawn on as exemplars of practice are generic and can be transferred across subject disciplines. By incorporating the global dimension in the curriculum we aim to enrich the learning experience. We discuss the rationale for the active and participatory learning methodology we employ which involves and engages students in learning with and from one another and in questioning beliefs and ideas about issues of meaning and value. We also demonstrate how this methodology provides opportunities for deep learning.
Our aim is not to achieve a ‘quick fix’ in terms of putting a tick in the box to comply with the institutional policy requirements for internationalisation of the curriculum. Instead we advocate an approach which we believe has integrity. It is a holistic approach to planning which starts from our shared human experience and sees global education as an integral and generic dimension across the curriculum rather than something to be added on as an extra.