Internationalization of the curriculum: A democratizing response to inequalities resulting from elitist academic mobility
Abstract
The internationalisation of the curriculum came to the fore with the pandemic as an alternative to mobility, which offered only an elite the possibility of being exposed to an international experience. The debate on the internationalisation of the curriculum is 20 years old, but the current situation has placed it at the centre of the university internationalisation agenda. This article reviews its conceptual evolution and presents three dimensions of analysis that are required in order to advance in its understanding and implementation. The disciplinary and individual dimensions are the driving forces behind the internationalisation of the curriculum within universities. Both dimensions are not usually explored in such depth in studies of curriculum internationalisation, which prioritise the institutional dimension. Here we describe the three dimensions in detail and emphasise the need to achieve an articulation between all of them, in order to go beyond the enunciation of successful actions of curriculum internationalisation, which, due to their fragmentation, are impossible to replicate and/or survive over time.
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