Cultivating Postcolonial Curricula: A Comparative Study of International Education in a Sino-British and U.K. University

• In Event: Intercultural and Peacebuilding Approaches to Transformation in Curricula and Beyond

Abstract

This study explores post-colonial curricular design influence in international education programs in a UK and Sino-British university with a lens towards equity and inclusion. Referencing the Internationalization of the Curriculum model (Thielsch, 2020), the study compares the two programs’ curriculum design goals, approaches, and content to investigate the extent to which transnational students’ cultural characteristics and pedagogical experiences are reflected in the transnational curriculum. Based on document analysis of the descriptions of two postgraduate international education programs, the study conducted interviews with each program’s director and students from the Sino-British program. The findings point to the need for culturally inclusive design that highlights indigenous and Western ways of knowing based on emerging paradigms.

Authors

• Qian Wang, Xi'an Jiaotong-Liverpool University

• Amy Gooden, Lesley University

• Yuchen Pan

• Hanlihui Ma

• Anran Cai

• Xinyi Yao