Our curriculum reflects the diverse backgrounds and experiences of our students and staff.
We will draw on international case studies and sources to enrich the learning experience, enabling our students to critique Westerncentric approaches and perspectives where relevant. We will embed opportunities for global mobility (physical and virtual) and harness our links with international higher education institutions, organisations and networks of Keele alumni. Our institutional commitment to Decolonise the Curriculum is embedded within the framework elements of Global Perspectives and Inclusive Learning.
Case studies: global perspectives
These case studies from Keele demonstrate good practice in embedding global perspectives in the curriculum
Consider the following questions to identify possible starting points for further development of global perspectives in your programme or module:
- To what extent do the teaching and learning activities support and encourage students to develop intercultural skills or knowledge, including foreign language skills? (e.g. international case studies, examples, practices, language classes, intercultural skills workshops, real-life or simulated tasks which examine cross-cultural communication, negotiation and conflict resolution)
- To what extent do assessment tasks require students to recognise intercultural issues relevant to their discipline or professional practice? (eg an international component in problem-solving exercises and assignments, collaborative learning activities between students from different cultural backgrounds, with the criteria for such assessments explicit to students, use of formative feedback to mitigate risk of failure)
- To what extent are assessment results analysed for signs of any difficulties for particular groups of students?
- To what extent are assessment tasks culturally inclusive?
- How clearly articulated are international/intercultural learning goals, aims and intended learning outcomes (ILOs)?
- To what extent do students engage in virtual or physical mobility schemes (short study trips and longer semester/year-long placements), and how does the School review this ‘hidden curriculum’ and seek to increase engagement figures?
- To what extent is ‘global citizenship’ reflected upon in the curriculum? UNESCO (2015) defines global citizenship as “a sense of belonging to a broader community and common humanity. It emphasises political, economic, social and cultural interdependency and interconnectedness between the local, the national and the global.”
- To what extent are students encouraged to reflect on the Anglo- or Western-centric nature of their discipline, and invited to consider alternative perspectives?