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Decolonizing Global Learning and Internationalization: A Human-Scale Case Study of Innovation

Decolonizing Global Learning and Internationalization: A Human-Scale Case Study of Innovation

Gundolf Graml, Elaine Meyer-Lee, Janelle S. Peifer
Copyright: © 2021 |Pages: 16
ISBN13: 9781799837961|ISBN10: 1799837963|ISBN13 Softcover: 9781799854029|EISBN13: 9781799837978
DOI: 10.4018/978-1-7998-3796-1.ch007
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MLA

Graml, Gundolf, et al. "Decolonizing Global Learning and Internationalization: A Human-Scale Case Study of Innovation." People-Centered Approaches Toward the Internationalization of Higher Education, edited by Gabrielle Malfatti, IGI Global, 2021, pp. 133-148. https://doi.org/10.4018/978-1-7998-3796-1.ch007

APA

Graml, G., Meyer-Lee, E., & Peifer, J. S. (2021). Decolonizing Global Learning and Internationalization: A Human-Scale Case Study of Innovation. In G. Malfatti (Ed.), People-Centered Approaches Toward the Internationalization of Higher Education (pp. 133-148). IGI Global. https://doi.org/10.4018/978-1-7998-3796-1.ch007

Chicago

Graml, Gundolf, Elaine Meyer-Lee, and Janelle S. Peifer. "Decolonizing Global Learning and Internationalization: A Human-Scale Case Study of Innovation." In People-Centered Approaches Toward the Internationalization of Higher Education, edited by Gabrielle Malfatti, 133-148. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-3796-1.ch007

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Abstract

The implications and challenges of critical, responsible internationalization are central to the global learning aspect of Agnes Scott College's SUMMIT initiative, a reinvention of the curriculum and co-curriculars. Partly due to the human-scale size of a small liberal arts college, it has been able to take an unusually bold and integrated approach to internationalization, which includes providing faculty-led global immersion to every student but from a unique angle. This chapter will outline an approach to global learning that centers a critical focus on colonialism/imperialism/diaspora in its curriculum, including in its required, first-year interdisciplinary Journeys course; co-curriculars on the local impacts of globalization and migration; and assessment and research. This approach also manifests in taking into account the intersectional effect of students' multiple identities on these issues. The authors will share sample learning outcomes, activities, assignments, and faculty development strategies, as well as lessons learned for decolonizing global learning.

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