Internationalization of Higher Education and Internationalization of the Curriculum
Lessons from the People's Republic of China
DOI:
https://doi.org/10.35305/revistamici.vi41.178Keywords:
Internationalization of the Curriculum, higher education, China, Global South, education policyAbstract
The internationalization of the curriculum is proposed as a challenge to incorporate international and intercultural aspects into knowledge within the curriculum field. This issue has a trajectory of more than twenty years, but it took a central place on the agenda of internationalization of higher education after the pandemic, as a reflection and alternative to academic mobility, being a phenomenon studied from a Western perspective. In this sense, a first approach is presented to China's positioning, understanding that during the last five decades it managed to develop and consolidate a policy of curriculum internationalization and internationalization of higher education as an opening to the world and internal development, in order to analyze good practices from a perspective of the Global South to think about alternatives and new challenges for curriculum internationalization.
Downloads
References
BENEITONE, P. (2022). Internacionalización del currículo: una respuesta democratizadora a las desigualdades resultantes de la movilidad académica elitista. Revista Educación Superior y Sociedad, 34(1), 422-444. doi: 10.54674/ess.v34i1.526.
BRESLIN, S. (2000). China in the 1980s: Reforms and Reactions. Macmillan.
CAETANO, G; PERROTTA, D. (2023). Desafíos de las universidades latinoamericanas en el actual escenario geopolítico en Nuevos desafíos para la educación superior regional / Martín Unzué... [et al.]; coordinación general de Martín Unzué; Daniela Perrotta. - 1a ed. - Ciudad Autónoma de Buenos Aires: CLACSO, 2023.
CORONIL, F. (1999). Más allá del occidentalismo: hacia categorías geohistóricas no imperiales. En Casa de las Américas, 39(214): 21-49.
DÍAZ BARRIGA, Á. (2003). Currículum. Tensiones conceptuales y prácticas. Revista Electrónica de Investigación Educativa, 5 (2). http://redie.uabc.mx/vol5no2/contenido-diazbarriga.html
EUROPEAN COMMISSION – EDUCATION AND TRAINING (2022). European Credit Transfer and Accumulation System (ECTS). European Education Area. https://education.ec.europa.eu/es/education-levels/higher-education/inclusive-and-connected-higher-education/european-credit-transfer-and-accumulation-system
HARTIG, F. (2016). Chinese Public Diplomacy: The Rise of the Confucius Institute. Routledge.
HAYHOE, R. (2011). China's Universities, Cross-Cultural Comparisons and the Idea of a Liberal Education. Springer
KAPLAN C. V; SULCA, E. (2021). Currículum y Justicia curricular en contextos pluriculturales. Revista Teias, 22(67).
KNIGHT, J. (1994). Internationalization: Elements and Checkpoints. Monografía investigativa. N° 7. Ottawa: Oficina de Canadá para Educación Internacional.
KNIGHT, J. (2021). Higher Education Internationalization: Concepts, rationales and frameworks. Revista REDALINT, 1(1), 65-88.
NYE, J. S. (2004). Soft Power: The Means to Success in World Politics. Public Affairs.
LI, J., & TIAN, X. (2016). The Chinese Dream in Higher Education: Aspirations and Challenges. Frontiers of Education in China, 11(4), 513-534.
LIN, J. (2021). China’s geostrategic interests in the Global South. Journal of International Affairs, 74(2), 120-137.
LUCHILO, L. (2017). Enfoques alternativos sobre la internacionalización del curriculum. Debate Universitario, 6 (11).
MARGINSON, S. (2018). Higher Education and the Common Good. Melbourne: Melbourne University Publishing.
MIGNOLO, W. (2011). The Darker Side of Western Modernity: Global Futures, Decolonial Options. Durham: Duke University Press.
PARADISE, J. F. (2009). China and International Harmony: The Role of Confucius Institutes in Bolstering Beijing’s Soft Power. Asian Survey.
PAN, S. Y. (2013). China’s Strategy for the Internationalization of Higher Education: Soft Power and Policy. Frontiers of Education in China.
PERROTTA, D. (2016). La internacionalización de la universidad : debates globales, acciones regionales / Daniela Perrotta. - 1a ed . - Los Polvorines : Universidad Nacional de General Sarmiento ; Ciudad Autónoma de Buenos Aires : Instituto de Estudios y Capacitación-IEC-
CONADU.
PETERS, M. A; BESLEY, T. (2018) China’s double first-class university strategy: 双一流, Educational Philosophy and Theory, 50(12), 1075-1079, DOI: 10.1080/00131857.2018.1438822
RESTREPO, E. y ROJAS, A. (2010) La inflexión decolonial: fuentes, conceptos y cuestionamientos, Popayán, Editorial Universidad del Cauca.
RONG, L., y DENG, F. (2022). China’s Higher Education Expansion and Its Impact on Equality in Educational Opportunity. International Journal of Educational Reform, 31(1), 79-97. https://doi.org/10.1177/10567879211026667
SAAVEDRA, J. L (2007) en Saavedra, J. L. (comp.) Educación superior, interculturalidad y descolonización / José Luis Saavedra; (et al.). Introducción. — La Paz: Fundación PIEB; CEUB, 2007.
SANAHUJA PERALES, J. (2015). De los Objetivos del Milenio al desarrollo sostenible: Naciones Unidas y las metas globales post-2015, Anuario CEIPAZ, Nº. 7, 2014-2015, 49-84. https://dialnet.unirioja.es/servlet/articulo?codigo=4942588
WALSH, C. (2013). Pedagogías Decoloniales: Prácticas Insurgentes de Resistencia, Transformación y (Re)Existencia. Quito: Abya Yala.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
