This article examines how qualification frameworks for Bachelor of Education and the Thai Teachers Council regulations on teaching professional standard affect the status of knowledge of socio-cultural foundations in teacher education institutions. The researcher used document analysis, in-depth interview and field observations with 7 teacher…

This article examines the purposeful introduction of the pedagogy of student-centred education (SCE) in one educational institution in the United Arab Emirates (UAE) to consider its cultural compatibility. The study was undertaken in the largest higher education (HE) institution in the country where a key element of the institution's two strategic…

Along with issues of leadership in the academy at large and as related to US-American politics, such as academic freedom and the corporatization of the American university, particularities of academic dance provide a nuanced view of dance leadership in US postsecondary institutions. A dominant culture of overwork, lack of awareness and respect of…

This article explores the intersection of international collaboration and community-engaged learning in the context of a curriculum development project focused on sustainability in German-speaking cultures. By closing the loop in international exchange between partners abroad and local community organizations, students in German Studies programs…

This article contributes towards an indigenised version of technological pedagogical content knowledge (TPACK). It is a conceptual framework termed indigenous-and-Western technological pedagogical content knowledge (INDANDWEST-TPACK). The article critically discusses the knowledge systems which lead to the framework. Current TPACK lacks the…

The purpose of this article is to argue for the deconstruction rather than the decolonisation of the neocolonial curriculum. Globalisation facilitates the democratisation of higher education, which is now accessible to more people than ever before, but globalisation also facilitates the expansion of the ideological dominance of the Global North…

The use of English to teach content subjects has been a growing trend in many parts of the world. It is labelled in a variety of ways, such as content-based learning, content and language integrated learning, immersion education, theme-based language teaching, and bilingual education, but it is referred to in this paper as English-medium…

The current assessment in language classrooms prevailingly utilizes the criteria provided by instructors, regarding learners as passive recipients of assessment. The current study drew upon sustainable assessment and the community of practice to highlight the importance of involving learners in co-constructing the assessment criteria and argued…

Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group 'Colonialism(s), Neoliberalism(s) and Language Teaching and Learning', which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and…

World language classrooms in the United States have been significantly impacted by the physical and ideological disruptions experienced in recent history. Such disruptive times call for the reform of pedagogical practices to raise awareness of social justice issues and ignite real change both in and out of language classrooms. This essay outlines…

Based on case studies of China and Japan, this study undertakes comparative research on major aspects of university curriculum and instruction-teaching activities of academics, their role in curriculum development, and their perceptions of these activities--between a mass and a universal higher education system. Major findings from the APA…

This paper investigates quality assurance as boundary-making practices that establish and re-establish boundaries of a transnational education (TNE) partnership between an Australian and a Malaysian higher education institution. Drawing on practice theory we offer a conception of boundaries as enacted, shifting and performed by the multiple actors…

Preparing medical graduates who are competent to work in a global environment requires broad integration of international and intercultural perspectives throughout the medical curriculum. Employing Leask and Bridge's "conceptual framework of internationalisation of the curriculum," this article first highlights the emphasis placed on…

We explore academic literature on business ethics education and critically compare the themes emerging from different contexts. Outlining guidelines for analysis based on Southern Theory, we conduct a content analysis on a selection of English, peer-reviewed articles and then critically compare emergent themes from across the…

Integrating a "global perspective" into courses necessarily involves examining whether traditional disciplinary assumptions still apply in a global context and, if not, how they need to be translated in order to remain relevant. In this article, the author maps out this process by tracing one "intellectual journey" in order to…