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Abstract

Many educational institutions aim to engage students in “global learning” at homeand abroad through the process of “internationalization of the curriculum” (IoC).Yet research indicates that students experience and understand IoC in diverse, oftenunintended ways, and instances of students’ diverse perspectives informing IoCdevelopment are rare. Framed by the concept of “students as partners” (SaP), anAustralian Learning and Teaching Fellowship brought together students and academicsfrom diverse disciplinary, cultural, and national backgrounds to co-develop rich globallearning experiences in the formal and informal curriculum. Surveys and narrativeinterviews showed that adopting a partnership approach enabled all participatingstaff and students to engage in global learning. Characteristically, those who engagedin critical transformative learning framed their partnerships in terms of reciprocity,recognized their cultural ignorance productively, and engaged in global learning asontoepistemological explorations. Furthermore, this study demonstrates how theauthentic engagement of SaP challenges naturalized institutional practices concerningaccess and equity, outcomes and process, and power and privilege. I frame thesechallenges as provocations; that is, as invitations to critically analyze and creativelyrespond to such historically entrenched practices through staff–student partnershipsin global learning, “as if” they were already our way of life.

Item Type:	Article
Authors/Creators:	Green, W
Keywords:	global learning, students as partners, internationalization of the curriculum
Journal or Publication Title:	Journal of Studies in International Education
Publisher:	Sage Publications, Inc.
ISSN:	1552-7808
DOI / ID Number:	10.1177/1028315318814266
Copyright Information:	Copyright 2018 European Association for International Education
Related URLs:	Google Scholar: Green, W UTAS Profile: Green, W
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