Curriculum Internationalization: Aligned with Equity and Social Justice? Considerations and Perceptions from International Graduate Students in Canada
Bibliographic record
Abstract
Numerous higher education institutions globally are actively incorporating international and global dimensions into their curricula, a trend also evident in the internationalization strategies of many Canadian universities and colleges. Notably, along with internationalization, Indigenization and equity, diversity, and inclusion-related endeavors are highlighting the diverse facets of Canadian higher education. This article presents an interpretive case study conducted at a school of education at a research-intensive university in Western Canada, foregrounding perspectives of international graduate students concerning the necessity of internationalization of their formal curricula. The findings demonstrate that whereas there is noticeable skepticism and rejection of the dominance and universal applicability of Eurocentric perspectives, as well as advocacy for inclusion of international students, the potential of curriculum internationalization in recognizing and addressing systemic issues related to equity and social justice should be better perceived and acknowledged. This paper calls for educators and policymakers to explore societal and institutional factors shaping this situation and consider necessary curricular (re)development. De nombreux établissements d’enseignement supérieur du monde entier intègrent activement les dimensions internationales et mondiales dans leurs curriculums, une tendance également évidente dans les stratégies d’internationalisation de nombreuses universités et collèges canadiens. Notamment, parallèlement à l’internationalisation, l’indigénisation et les efforts liés à l’équité, à la diversité et à l’inclusion mettent en évidence les diverses facettes de l’enseignement supérieur canadien. Cet article présente une étude de cas interprétative menée dans une école d’éducation d’une université à forte intensité de recherche dans l’Ouest canadien, mettant en avant les points de vue des étudiants diplômés internationaux concernant la nécessité d’internationaliser leurs curriculums officiels. Les résultats démontrent que, bien qu’il existe un scepticisme et un rejet notables de la domination et de l’applicabilité universelle des perspectives eurocentriques, ainsi qu’un plaidoyer en faveur de l’inclusion des étudiants internationaux, le potentiel de l’internationalisation du curriculum pour reconnaître et résoudre les problèmes systémiques liés à l’équité et à la justice sociale devrait être mieux perçu et reconnu. Cet article appelle les éducateurs et les décideurs politiques à explorer les facteurs sociétaux et institutionnels qui façonnent cette situation et à envisager le (re)développement du curriculum nécessaire.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.027 | 0.013 |
| Scholarly communication | 0.011 | 0.002 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".