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Journal articles on the topic 'Transnational curriculum'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

Yates, Lyn. "Europe, transnational curriculum movements and comparative curriculum theorizing." European Educational Research Journal 15, no. 3 (May 2016): 366–73. http://dx.doi.org/10.1177/1474904116644939.

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2

Cheng, Mien W. "The Southeast Asian higher education space: Transnational, international or national in new ways?" European Educational Research Journal 17, no. 6 (June 14, 2017): 793–808. http://dx.doi.org/10.1177/1474904117699627.

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In the last 20 years, reforms of higher education have produced a Southeast Asian higher education space. It resembles the European educational space in being a supra-national development and some scholars suggest it is inspired by Europeanization. These reforms include credit transfer, twinning, distance learning, and academic mobility programmes. But, researchers are divided about the character of these reforms. Some scholars describe these developments as ‘transnational higher education’ but others suggest that dual degree programmes, such as those between Britain and Malaysia, are ‘international’ initiatives. Is the ‘dual degree’ an international or transnational space of higher education? Using the concept of ‘curriculum making’ to understand the cultural character of dual degree programmes, this paper reports on an interview-based study of curriculum writing in Malaysia to understand the character of Malaysian–British dual degrees. The experiences of two Malaysian curriculum writers are drawn upon to explain the process of curriculum making, how discussions about content and organization of curriculum are resolved, and the complexities of these curriculum decisions. I argue that the dual degrees are neither strictly transnational nor international in character but a novel intersectional education space where ‘Europeanization’ and ‘transnational’ influences inflect historic understandings of Malaysian higher education.
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Clarke, Angela, Terry Johal, Kristen Sharp, and Shayna Quinn. "Achieving equivalence: a transnational curriculum design framework." International Journal for Academic Development 21, no. 4 (November 13, 2015): 364–76. http://dx.doi.org/10.1080/1360144x.2015.1092444.

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4

Sharma, Rashika, and Sylila Monteiro. "Education for Sustainability: Curriculum Equivalence in Transnational Programmes." Global Studies Journal 5, no. 1 (2012): 59–66. http://dx.doi.org/10.18848/1835-4432/cgp/v05i01/40831.

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5

Chun Kim, Young. "Transnational Curriculum Studies: Reconceptualization Discourse in South Korea." Curriculum Inquiry 40, no. 4 (September 2010): 531–54. http://dx.doi.org/10.1111/j.1467-873x.2010.00500.x.

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6

Olmedo, Irma M. "Raising Transnational Issues in a Multicultural Curriculum Project." Urban Education 39, no. 3 (May 2004): 241–65. http://dx.doi.org/10.1177/0042085904263061.

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Bajaj, Monisha, and Lesley Bartlett. "Critical transnational curriculum for immigrant and refugee students." Curriculum Inquiry 47, no. 1 (January 2017): 25–35. http://dx.doi.org/10.1080/03626784.2016.1254499.

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Gough, Noel. "Changing planes: rhizosemiotic play in transnational curriculum inquiry." Studies in Philosophy and Education 26, no. 3 (March 30, 2007): 279–94. http://dx.doi.org/10.1007/s11217-007-9034-6.

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Wahlström, Ninni. "Equity: Policy Rhetoric or a Matter of Meaning of Knowledge? Towards a Framework for Tracing the ‘Efficiency-Equity’ Doctrine in Curriculum Documents." European Educational Research Journal 13, no. 6 (January 1, 2014): 731–43. http://dx.doi.org/10.2304/eerj.2014.13.6.731.

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In this article, the focus is on exploring the perspective of equity in curriculum. From a background of understanding curriculum as embedded in wider transnational policy movements, in this article the author suggests a framework for exploring the trajectories between equity policy and different types of curricula with implications for what counts as knowledge, drawing on the capabilities approach developed by Amartya Sen and Martha Nussbaum. The analysis highlights the instrumental, intrinsic and positional values in terms of actual functionings, expanding the individual's set of capabilities and a pluralistic learning environment. The results suggest that the technical form of the curriculum can have determining effects on the meaning of knowledge acquisition and that the capabilities approach offers an important frame of analysis for understanding how different aspects of equity are included or excluded in curriculum.
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Guo, Shibao, and Srabani Maitra. "Revisioning curriculum in the age of transnational mobility: Towards a transnational and transcultural framework." Curriculum Inquiry 47, no. 1 (January 2017): 80–91. http://dx.doi.org/10.1080/03626784.2016.1254504.

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11

Chan, Angel. "Transnational parenting practices of Chinese immigrant families in New Zealand." Contemporary Issues in Early Childhood 19, no. 3 (February 1, 2017): 219–30. http://dx.doi.org/10.1177/1463949117691204.

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This article advocates for fluid pedagogies that align with the transnational parenting practices of immigrant families. New Zealand is now considered to be a superdiverse country with a large population of immigrants. This superdiversity phenomenon can therefore also be found in its early childhood education settings. Research has indicated that many contemporary immigrants are transnationals who maintain close connections with their home countries and frequently engage in border-crossing activities. Transnational immigrants are mobile, and their parenting strategies may be similarly fluid. This article uses findings from a research project which involved Chinese immigrant families to illustrate transnational perspectives of early childhood education and parenting practices. Narrative excerpts are presented and analysed using key theoretical constructs of transnationalism to illustrate the participants’ cultural dilemmas in their parenting, their preparedness to adapt their heritage practices and to adopt early childhood education discourses of the host country, and their agency in choosing parenting strategies that they believed best support their children’s learning. It highlights the importance of parent–teacher dialogue and of enacting a curriculum with fluid pedagogies that are responsive to heterogeneous parental aspirations.
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Zhang, Zheng. "Canadian Literacy Curricula in Macau, China: Students’ Lived Curriculum." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 401–26. http://dx.doi.org/10.1163/25902539-00102010.

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This ethnographic case study documents students’ lived experience at a Canadian offshore school in Macau through students’ multimodal artifacts, interviews, and teacher-student interactions in English and Mandarin literacy classes. Undergirded by the theory of cosmopolitan literacies, this study revealed the opportunities at mcs for difference negotiation and fluid identity formation that were enabled by mcs’s curricular emphasis on celebrating multiculturalism and multimodality. However, interview and observation data showed that literacy practices in the English literacy classes also centered around pen to paper meaning-making. This study identified human and non-human actors that enabled and constrained students’ literacy and identity options in the unique cross-border education context in Macau, such as mcs’s multicultural reality, school’s curricular emphasis on celebrating multiculturalism and multimodality, individual teachers’ preferences in literacy practices, and the expectations of the standardized Alberta test. The paper discusses the pedagogical potentials of cosmopolitan literacies to expand transnational education students’ literacy and identity options.
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Kasun, G. Sue. "Interplay of a Way of Knowing among Mexican-Origin Transnationals: Chaining to the Border and to Transnational Communities." Teachers College Record: The Voice of Scholarship in Education 118, no. 9 (September 2016): 1–32. http://dx.doi.org/10.1177/016146811611800904.

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Background/Context Transnational Mexican-origin youth comprise a large and increasing number of students in U.S. schools, yet their teachers have often misunderstood their backgrounds and the conditions related to their transnational movement over borders. With such a large number of immigrant/transnational youth in the U.S. of Mexican origin, it is important for educators to begin to understand their ways of knowing. Purpose I describe chained knowing, a way of knowing of transnational Mexican-origin families. Family members were chained to the border and to their extended family and communities across borders, with the latter way of knowing as an ends in itself. I offer implications for educators, curriculum, and considerations surrounding immigration policy. Setting Washington, DC area and two rural immigrant-sending communities in Mexico in the states of Jalisco and Michoacán. Participants Four working-class Mexican-origin families whose primary residence was in the Washington, DC area and who made return trips to Mexico at least every 2 years. Research Design This multi-sited, critical ethnographic work draws from participant observation and interviews with four families who were situated in the Washington, DC area. The research was collected over 3 years. Data Collection and Analysis Through the interwoven lenses of border theory and Chicana feminism, the data were collected over 3 years and then analyzed and coded for emergent themes in an iterative process. The data were member checked with participants from each of the four participating families and also coded by an outside researcher. Findings Mexican-origin transnationals in this study demonstrated an interconnected way of knowing as chained knowing: chained to both the border and to their extended communities spanning borders. Conclusions The ways of knowing of transnational families should be understood by educators, researchers, and policy makers in order to help the curriculum better reflect the increasingly global context all students engage and the ways we understand the struggles of people across border.
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Gough, Noel. "Globalization and school curriculum change: locating a transnational imaginary." Journal of Education Policy 14, no. 1 (January 1999): 73–84. http://dx.doi.org/10.1080/026809399286503.

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15

Lee, Jong Jag, Don Adams, and Catherine Cornbleth. "Transnational transfer of curriculum knowledge: a Korean case study." Journal of Curriculum Studies 20, no. 3 (May 1988): 233–46. http://dx.doi.org/10.1080/0022027880200303.

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Zhao, Weili. "Problematizing “epistemicide” in transnational curriculum knowledge production: China’s suyang curriculum reform as an example." Curriculum Inquiry 50, no. 2 (March 14, 2020): 105–25. http://dx.doi.org/10.1080/03626784.2020.1736521.

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17

Haines, Kevin. "Imagining oneself: Narrative evaluations of the professional identities of learners in a transnational higher-educational setting." Learning and Teaching 8, no. 1 (March 1, 2015): 30–49. http://dx.doi.org/10.3167/latiss.2015.080103.

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This article uses a narrative approach to investigate the learning experiences of third-year medical students in a transnational higher educational setting, specifically during an elective period abroad. The students evaluate their learning experiences in an unfamiliar environment both in relation to previous learning and in relation to their possible or imagined future professional identities. Through this process, these students demonstrate how learning may take place through participation outside or alongside the formal curriculum, in the informal and the hidden curriculum (Leask and Bridge 2013). These narrative evaluations represent a reflective resource for the learners and their peers. They may also provide other stakeholders in transnational higher educational settings, including teachers, programme coordinators, educational managers and policy-makers, with an understanding of the experiences of mobile students in the informal curriculum.
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18

Bosire, Joseph, and Catherine Amimo. "Emerging Issues and Future Prospects in the Management of Transnational Education." International Journal of Higher Education 6, no. 5 (October 23, 2017): 143. http://dx.doi.org/10.5430/ijhe.v6n5p143.

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Transnational Education has gained momentum under the auspices of the General Agreement on Trade in Services administered by World Trade Organizations which have provided for successful marketing of higher education across borders. This paper reviews past research, discussions and analyses on the topic on a global perspective. The objectives are to establish the rationale for transnational education, emerging issues over the providers, mode of supply, the potential of the market and issues on curriculum and pedagogy. Past research reveals that transnational education is anchored on economic, political, cultural and educational rationales. The global market for transnational education is asymmetrical where some nations are exporters (UK, US, Australia), and others importers (Africa, Latin America and Central Asia). The modes of provision include cross-border supply, commercial presence and presence of natural persons. The potential of the market is growing - commercial presence being dominant. The emerging issues include competition, differences in pedagogical practices, loss of nations and learner autonomy, control and self-respect of higher education, confusions on qualifications and transfer of academic credits, escalated costs, commercialization of knowledge as a commodity, dominant language (largely English) used as a medium of communication, and de-contextualization of the national curriculum. Quality assurance and accreditation are also at stake since the national/states capacity for regulating the supply of transnational education is limited. Though discussions on transnational education are on-going, stakeholders need to work with governments, non-governmental organizations, Higher Education Institutions and regulators to improve the future of transnational education, including developing an acceptable code of conduct.
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Alviar-Martin, Theresa, and Mark Baildon. "Context and curriculum in two global cities: A study of discourses of citizenship in Hong Kong and Singapore." education policy analysis archives 24 (May 16, 2016): 58. http://dx.doi.org/10.14507/epaa.24.2140.

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This qualitative, comparative case study examined global civic education (GCE) in the Asian global cities of Hong Kong and Singapore. Guided by theories that position curriculum at the intersection of discourse, context, and personal meaning-making, we sought to describe the ways in which intentions for GCE reflect broader societal discourses of citizenship and how curricula allow students to tackle tensions surrounding national and global citizenship. We found that Singapore and Hong Kong have adopted depoliticized forms of citizenship as a means of inoculation against global ills. These types of citizenship are more nationalistic than global in nature; moral rather than political; and focused mainly on utilitarian goals to produce adaptable workers able to support national economic projects in the global economy. Although critical, transnational, and other emergent civic perspectives are apparent in both cities, the data yielded little evidence of curricular opportunities for students to become exposed to alternative discourses and reconcile discursive contradictions. The findings inform current literature by illuminating the nexus of local and global discursive practices, implicating the ability of curricula to accommodate both novel and established civic identities, and forwarding suggestions to bridge disconnections between theoretical and local curricular definitions of global citizenship.
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Alshakhi, Abdullah, and Phan Le Ha. "Emotion labor and affect in transnational encounters: Insights from Western-trained TESOL professionals in Saudi Arabia." Research in Comparative and International Education 15, no. 3 (July 30, 2020): 305–26. http://dx.doi.org/10.1177/1745499920946203.

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Informed by an ethnographic qualitative research study conducted with expatriate teachers of English in Saudi Arabia, we examine emotion(al) labor in the context of transnational mobilities with regards to cultural and institutional tensions. Engaged with wide-ranging interdisciplinary literature on emotion and affect, we discuss the place of transnational emotion(al) labor in four inter-related manifestations: (a) struggles and efforts to interact and communicate with students; (b) internalization and resentment of privilege and deficiency underlying discourses of native speakers; (c) responses to challenges from social, religious, and cultural difference; and (d) prolonged endurance, frustration, helplessness, and resistance to prescribed curriculum, testing, and top-down policy and practice. We also incorporate our reflections and emotion(al) labor as transnationally trained academics as we engage with the participants’ accounts. We show how our study could inspire dialogues with the self and conversations among researchers for support and solidarity beyond constructed boundaries of race, language, religion, ethnicity, and nationality.
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Uljens, Michael. "Non-Affirmative Curriculum Theory in a Cosmopolitan Era?" Revista Tempos e Espaços em Educação 9, no. 18 (April 11, 2016): 121–32. http://dx.doi.org/10.20952/revtee.v9i18.4970.

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National curriculum making and curriculum theory are challenged by globally growing political, economic and technological interdependencies, transnational homogenization and aggregation processes. In addition increasing pluralisms within nation states present new topics to be solved. These issues are not new from an education theory perspective. A task and contribution in modern education has been a concept explaining how e.g. socialization (social cohesion) and personalization (individuation) may be considered as integrated ratherthan excluding processes. The modern, or classic, approach early identified dilemmas connected to a reproduction- and transformation oriented curricula, as well as dilemmas emanating from descriptive-technological and normative theory. This article elaborates on relational core concepts developed in nineteenth century modern education theory (Fichte, Hegel, Schleiermacher,Herbart, Snellman). Utilizing concepts from modern education theory a non-affirmative position is argued for as an answer to parts of contemporary challenges.
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22

Wahlström, Ninni. "When transnational curriculum policy reaches classrooms – teaching as directed exploration." Journal of Curriculum Studies 50, no. 5 (September 2, 2018): 654–68. http://dx.doi.org/10.1080/00220272.2018.1502811.

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23

Skerrett, Allison. "Languages and Literacies in Translocation." Journal of Literacy Research 44, no. 4 (September 19, 2012): 364–95. http://dx.doi.org/10.1177/1086296x12459511.

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Transnational youth represent an increasing demographic in societies around the world. This circumstance has amplified the need to understand how youths’ language and literacy repertoires are shaped by transnational life. In response, this article presents a case study of a Mexican adolescent girl who immigrated to the United States and continued to participate in life in Mexico. It examines shifts in her multiple language and literacy practices that she attributed to transnational life and the knowledge she acquired from transnational engagements with languages and literacies. Data include interviews of the young woman, observations of her in a variety of social contexts, and literacy artifacts that she produced. Research on transnational youths’ language and literacy practices and theories of multiliteracies and border crossing facilitate analysis. Findings include that language and multiliteracy practices shift in interconnected ways in response to transnational life and engagements with multiple languages and literacies foster transnational understandings. Accordingly, attending to transnational youths’ multilingual as well as multiliterate practices can deepen understandings of how people recruit multiple languages, literacies, and lifeworlds for meaning making. Implications of this work are offered concerning the features of a transnational curriculum that can both draw from and build up the language and literacy reservoirs of transnational youth.
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Frechtel, Ignacio. "GARY MCCULLOCH, IVOR GOODSON Y MARIANO GONZÁLEZ-DELGADO (eds.). Transnational perspectives on curriculum history." Historia y Memoria de la Educación, no. 14 (May 26, 2021): 749. http://dx.doi.org/10.5944/hme.14.2021.29405.

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Review of the book by GARY MCCULLOCH, IVOR GOODSON Y MARIANO GONZÁLEZ-DELGADO (eds.). Transnational perspectives on curriculum history. Oxford/ New York: Routledge, 2020, 231 páginas. ISBN: 978-1-138-60478-0
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Ghiso, MarÍa Paula. "The Laundromat as the Transnational Local: Young Children's Literacies of Interdependence." Teachers College Record: The Voice of Scholarship in Education 118, no. 1 (January 2016): 1–46. http://dx.doi.org/10.1177/016146811611800108.

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Background The learning of students from (im)migrant backgrounds has long been a consideration for the field of education. The “transnational” turn in research has brought to the forefront the need to account for students’ language and literacy practices as situated within multiple national affiliations, fluid migration histories, global technological networks, and plural identities. Understanding the global/local dynamics of young children's literacies across contexts can help us consider how the literacy curriculum specifically, and educational institutions more broadly, may be reimagined to be more attuned to their transnational experiences. Focus Informed by Chicana and transnational feminist theories, this study examines how first grade Latina/o emergent bilinguals interacted with a literacy curriculum that sought to value their transnational experiences and multilingual repertoires, specifically by integrating photography and writing as a platform for children to inquire into community experiences they identified as salient. The curricular invitations were designed as a Third Space hat unsettled the often-reified boundaries between what counts as academic literacy learning in school and the practices and experiences of Latina/o children in out-of-school contexts. Research Design A total of 103 six- and seven-year-olds over the two years participated in this ethnographic and practitioner research study. One hundred and one identified as Latina/o, and all qualified for free and reduced lunch. Data sources (children's writings and photographs; audio recordings; interviews with the teachers and children; researcher reflective memos; and fieldnotes of participant observation in the school and community) were coded using thematic and visual analysis, with attention to how specific textual or discursive features functioned socioculturally. Findings/Conclusions I focus on one of the prominent themes in the data—the community space of the Laundromat—to discuss how the children participated in literacies of interdependence that linked individual flourishing with community wellbeing through their care work in supporting their families. I use the term literacies of interdependence to refer to young children's multilingual and multimodal literacy practices that both reflected and enacted their cultural practices of mutuality. Through transactions with neighborhood spaces as texts, the children surfaced multiple and contrasting narratives of immigration and inquired into their transnational identities. Findings from this study point to how researchers and educators may be more attentive to Latina/o children's values and practices of interdependence and understand the “transnational local” as embodied in concrete spaces within their lived experiences.
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Tian, Xuemei, and Bill Martin. "Curriculum design, development and implementation in a transnational higher education context." Journal of Applied Research in Higher Education 6, no. 2 (September 2, 2014): 190–204. http://dx.doi.org/10.1108/jarhe-02-2013-0007.

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Purpose –The purpose of this paper is to report on an applied research project involving the application of core learning and pedagogical theory to a specific unit in a transnational undergraduate business course. Design/methodology/approach – The project sought to collect data and learning experiences based upon intensive literature reviews and a combined quantitative-qualitative research method. Established research constructs and recent lessons from the literature were applied to the two-year reform cycle of an undergraduate business unit. Findings – The findings validated the research constructs and frameworks employed and reinforced the case for enhancing the nexus between alignment, student motivation, active learning and the international-transnational perspective. Despite initiatives to engender openness and interactivity in the classroom, including dynamic and innovative approaches to communication and content delivery neither the operation of the class nor the eventual performance of the students lived up to expectations. Research limitations/implications – The research was limited to the experiences of three different cohorts of students on the same unit over a two-year period. Implications are that the same research method and approach are valid for other units either in the same faculty or across faculties. Practical implications – Serves as an example of what can and cannot be achieved by academics seeking to align their teaching and research activities on a relatively modest basis. Social implications – Raises questions as to the social dimension to transnational higher education courses. Originality/value – While not entirely original, the paper adds value in the form of “lessons learned” from an applied classroom-based research.
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Saavedra, Cinthya, and Steven Camicia. "A New Childhood Social Studies Curriculum for a New Generation of Citizenship." International Journal of Children's Rights 17, no. 3 (2009): 501–17. http://dx.doi.org/10.1163/157181809x441362.

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AbstractTraditional concepts of civic education in the United States and the expanding horizons curriculum scope and sequence are challenged by globalization and transnationality because new understandings of citizenship are emerging. In our conceptual analysis, we reconceptualize social studies curriculum for childhood to meet these changes. First, we propose a theoretical framework synthesizing literature in the areas of multicultural, global, and democratic education. Second, we propose opening curriculum and research to the voices of students, especially transnational students. Such reconceptualizations have important implications for a social studies curriculum for childhood that is socially just and responsive to the changing sizes, types, and qualities of the communities with which students engage.
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Gonzalez Delgado, Mariano, and Christine Woyshner. "Curriculum history and new agenda for research: A national and international landscape." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 1. http://dx.doi.org/10.14516/ete.193.

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In the Introduction to this special issue, the editors review the field of curriculum history to date and present new ways of investigating the past of the course of study. Relying on the notion that curriculum is comprised of the discursive practices in educational settings that transcend location and time, they discuss research on the social and political forces that shaped school subjects and how researchers rely on textbooks as primary sources. After an overview of each essay, the editors reveal that new directions in curriculum history are focusing on transnational influences and curriculum as enacted outside of schools in such places as voluntary organizations and prisons.
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Hantzopoulos, Maria, Zeena Zakharia, Roozbeh Shirazi, Monisha Bajaj, and Ameena Ghaffar-Kucher. "New Curricular Approaches to Teaching About the Middle East and North Africa." Social Studies Research and Practice 10, no. 1 (March 1, 2015): 84–93. http://dx.doi.org/10.1108/ssrp-01-2015-b0005.

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This paper explores the possibilities of engaging in cross-disciplinary research to generate social studies curricula that disrupt singular historical constructions about the Middle East and North Africa (MENA), specifically for US high school teachers and students. As part of a larger multi-sited study that investigated and analyzed the common categories used to describe and teach MENA in US World History textbooks, the team engaged in multidisciplinary scholarship on the region to (1) review and analyze the five most widely adopted high school World History textbooks in the US; (2) share analyses with researchers and experts in the fields of MENA studies, history, and religion; (3) synthesize and integrate innovative scholarship on the region for potential curricula; and (4) generate robust alternative curricula for Grades 9-12 teachers. The authors, consequently, consider how educational research spurs innovative and culturally relevant curricular interventions for high school teachers. We argue thorough analysis of existing textbooks, informed by deep understandings of contested versions of historical events, should undergird social studies curriculum development. We suggest multidisciplinary and transnational collaboration can inform curricula in order to respond critically to singular narrations of peoples, cultures, and histories of a region.
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Hatchard, John. "INCORPORATING TRANSNATIONAL CRIME ISSUES INTO THE LAW CURRICULUM: THE COMMONWEALTH APPROACH." Journal of Commonwealth Law and Legal Education 2, no. 2 (March 1, 2004): 89–96. http://dx.doi.org/10.1080/14760400408520462.

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31

Ellis, B., and G. Christe. "Internationalising the physiotherapy curriculum through a transnational collaborative digital learning project." Physiotherapy 103 (December 2017): e2-e3. http://dx.doi.org/10.1016/j.physio.2017.11.152.

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32

Peng, Ping-Chuan. "On Transnational Curriculum: Symbols, Languages, and Arrangements in an Educational Space." Educational Studies 45, no. 3 (May 20, 2009): 300–318. http://dx.doi.org/10.1080/00131940902910982.

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33

Trahar, Sheila. "Learning and teaching on transnational higher education programmes in Hong Kong." Learning and Teaching 8, no. 1 (March 1, 2015): 95–112. http://dx.doi.org/10.3167/latiss.2015.080106.

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Transnational higher education is the term that is most commonly used to describe programmes that allow students to obtain a degree from an overseas university in their local context. Such programmes are often marketed on their similarity with those offered at home by the overseas university. Perhaps as a consequence, the related literature focuses on 'problems' that are encountered in the 'other' environment, particularly when academic staff travel to the host country to deliver the teaching. Transnational programmes, however, offer rich opportunities for developing cultural capability in students and academics through a sensitively internationalised curriculum. This article uses an autoethnographic approach to discuss teaching and learning in transnational programmes that are delivered in a postcolonial context (Hong Kong) by a university that is in the former colonising country (U.K.). Its aim is to illustrate how, by embracing the complexities, transnational higher education programmes can enrich learning and teaching in both the host and the home context.
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de los Ríos, Cati V. "Writing Oneself Into the Curriculum: Photovoice Journaling in a Secondary Ethnic Studies Course." Written Communication 37, no. 4 (July 9, 2020): 487–511. http://dx.doi.org/10.1177/0741088320938794.

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The writing of transnational youth has continued to emerge as a promising area of research in writing and literacy studies, and yet despite the breadth of this work, few studies have examined transnational students’ writing about social and racial justice. Drawing on theoretical contributions of coloniality, this article highlights the experiences of one immigrant adolescent’s participation in a secondary ethnic studies course in California. In this study, photovoice was used as a mutually informing classroom writing pedagogy and research methodology to understand how students in an ethnic studies course problematize the dominance of Whiteness in school. I specifically analyze field notes and a focal student’s writing and interviews to demonstrate (a) her understandings of her participation in this course and (b) the ways in which her writing of self was a form of curricular justice that spanned school and home. These findings help to amplify writing as a tool for social justice and remind us that literacy and students’ histories are inextricably linked.
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Husa, Jaakko. "Turning the Curriculum Upside Down: Comparative Law as an Educational Tool for Constructing the Pluralistic Legal Mind." German Law Journal 10, no. 6-7 (July 2009): 913–26. http://dx.doi.org/10.1017/s2071832200001413.

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As is well known, comparative law enters the curriculum normally only after some substantive law has been learned. The traditional approach first takes the law student's national legal system, with the comparison or foreign law element only coming later as a form of supplement to the standard curriculum. This paper offers some thoughts concerning the teaching and learning of law in a world in which pluralistic and/or transnational elements are commonplace. These plural features stem from the declining authority of the nation state as well as from the strengthening of various forms of sub-national law being in tension with the central system of the state. These developments also include growth of supranational or transnational legal regimes (e.g. EU). The growth of the significance of human rights, especially the considerable growth of the system of the European Convention on Human Rights, has caused national and international legal spheres to overlap. This paper is based on a belief according to which future legal education ought to respond more seriously to the globalisation of law. However, the argument here is preliminary and it offers merely a sketch of essential features with scarce details i.e. this paper is of a somewhat rough design. The theme itself, i.e. transnational law and its effects, is most certainly somewhat fashionable these days.
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Gallo, Sarah, and Andrea Ortiz. "“Airplanes Not Walls”: Broaching Unauthorized (Im)migration and Schooling in Mexico." Teachers College Record: The Voice of Scholarship in Education 122, no. 8 (August 2020): 1–40. http://dx.doi.org/10.1177/016146812012200810.

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Background/Context This article builds on U.S.-based research on undocumented status and schooling to examine how an elementary school teacher in Mexico successfully integrates transnational students’ experiences related to unauthorized (im)migration into the classroom. Purpose/Objective/Research Question/Focus of Study Drawing on a politicized funds of knowledge framework, we focus on an exceptional fifth-grade teacher's curricular, pedagogical, and relational decisions to provide concrete examples of how educators on both sides of the border can carefully integrate students’ politicized experiences into their classrooms. Setting This research took place in a semirural fifth-grade classroom in Central Mexico during the 2016–2017 academic year, when Donald Trump was elected president of the United States. Population/Participants/Subjects This article focuses on the routine educational practices within a single fifth-grade classroom in a highly transnational Central Mexican town. Participants included a binational student who had recently relocated to Mexico because of U.S.-based immigration policies, her peers from transnational families with ties to the United States, and their fifth-grade teacher. Research Design This school-based ethnographic study involved weekly participant observation and video recording of routine activities in Profe Julio's fifth-grade classroom during the 2016–2017 academic year. Observations were triangulated with additional data sources such as interviews (with educators, binational students, and binational caregivers) and artifacts (such as homework assignments and student writing). Findings/Results Through a close examination of a fifth-grade classroom in Mexico, we illustrate how the teacher brought students’ (im)migration experiences into school by leveraging openings in the curriculum, developing interpersonal relationships of care, and engaging in a range of pedagogical moves. Conclusions/Recommendations We discuss how this teacher's educational practices could be carefully tailored to U.S. classrooms within the current anti-immigrant context. These practices include building relationships of care, looking for openings in the curriculum, providing academic distance, prioritizing teachers as learners, and working with school leadership for guidance on navigating politicized topics under the current U.S. administration.
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Christensen, Lois McFadyen. "Perpetuating Transformation Education: Early Childhood Graduate Students Enacting Transnational Tenets." Social Studies Research and Practice 4, no. 1 (March 1, 2009): 136–45. http://dx.doi.org/10.1108/ssrp-01-2009-b0012.

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Following the hundred-year, devastating tsunami in Banda Aceh, Indonesia, in 2004 where all was lost along the coast, a leading early childhood educator communicated with graduate students for assistance. Dr. Ratna Megawangi, Executive Director of the Indonesia Heritage Foundation, requested support, and a group of graduate students responded. The process to rebuild two preschools is discussed in this narrative as it describes how the graduate students enacted a transformational, transnational curriculum through a class-selected project.
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Keevers, Lynne Maree, Oriana Price, Betty Leask, Fauziah KP Dawood Sultan, Jane See Yin Lim, and Vin Cent Loh. "Practices to improve collaboration by reconfiguring boundaries in transnational education." Journal of University Teaching and Learning Practice 16, no. 2 (April 1, 2019): 38–53. http://dx.doi.org/10.53761/1.16.2.4.

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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 involved in the partnership. We employ a relational, practice-based approach and a participatory action research methodology to investigate how quality assurance could be re-configured to enhance relationships and collaboration, and support on-going dialogue, co-developed curriculum and context–sensitive quality measures. This paper re-casts boundaries and borders as collective performances, offering an expanded conception of boundaries from the dualistic home-host, pre-given conceptions common in the TNE literature. Our case study demonstrates how participatory action learning (PAL) is useful for expanding and re-shaping the boundaries in TNE in ways that support the creation of transnational teaching teams and intercultural communities of practice. We show how stretching the boundaries from a dyadic relationship between quality assuror and subject coordinator to include sessional academics and enacting PAL projects using communal media generates the conditions of possibility for developing teaching teams that are transnational in practice as well as in name. The move towards joint responsibility for the development of curriculum, teaching and learning contributes to more equitable partnership approaches and creates possibilities for intercultural engagement between academics and students in different geographical and cultural contexts.
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Li, Jia. "Transnational migrant students between inclusive discourses and exclusionary practices." Multilingua 39, no. 2 (March 26, 2020): 193–212. http://dx.doi.org/10.1515/multi-2019-0125.

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AbstractTransnational migrant students have been found to experience marginalization in educational contexts around the world. This critical sociolinguistic ethnography explores the incorporation and learning outcomes of an as yet under-researched group: transnational migrant students from Myanmar in a border high school in China. This context is unique in that migrant students are celebrated as part of China’s soft power project to extend its international reach. Despite these welcoming discourses of diversity, transnational migrant students experience significant exclusion as a result of practices such as military-style school regulations, a Gaokao-centered curriculum, and streamed segregation. Overall, the paper highlights the necessity to pay attention to the ways in which schools reproduce social stratification of migrant students through implicit and explicit institutional practices despite celebratory diversity discourses.
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Chan, Benjamin Tak-Yuen. "Postgraduate Transnational Education in Nonbusiness Subjects: Can it Fit Conceptualizations of Curriculum Internationalization?" Journal of Studies in International Education 15, no. 3 (June 22, 2011): 279–98. http://dx.doi.org/10.1177/1028315310379420.

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Lee, Amanda. "An (interpretive) phenomenological analysis of nursing professionals experience of developing a transnational curriculum." Nurse Education Today 84 (January 2020): 104251. http://dx.doi.org/10.1016/j.nedt.2019.104251.

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McCulloch, Gary. "The Nuffield Physics Ordinary-level Curriculum Project in the 1960s: a Transnational Project?" Foro de Educación 18, no. 2 (July 2, 2020): 47–62. http://dx.doi.org/10.14516/fde.826.

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The Nuffield Physics curriculum project was the first national curriculum project held in the UK. The Ordinary-level Nuffield physics project, developed between 1962 and 1966 for academic pupils in grammar schools, was one of the most interesting and innovative projects of the 1960s. It had many transnational features, with influences of ideas and practices running across national borders, as well as national characteristics. It owed many of its distinctive ideas around physics for the inquiring mind to Eric Rogers, and ultimately to the progressive school Bedales in the 1920s and 1930s, as well as American reform under the banner of the Physical Science Study Committee. These were played out at a local level, for example in Worcester, led by Ted Wenham and John Lewis. During and after the project, although there was some resistance to sharing these ideas as they developed, key figures began to engage with other national systems and projects in spreading the word about Nuffield physics. Transnationalism was at the heart of the significance and achievements of Nuffield O-level physics, no less than of its problems and limitations.
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Lim, Choon Boey, Duncan Bentley, Fiona Henderson, Shin Yin Pan, Vimala Devi Balakrishnan, Dharshini M. Balasingam, and Ya Yee Teh. "Equivalent or not?" Quality Assurance in Education 24, no. 4 (September 5, 2016): 528–40. http://dx.doi.org/10.1108/qae-01-2016-0001.

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Purpose The purpose of this paper is to examine issues academics at importing institutions face while delivering Australian degrees in Malaysia. Transnational higher education (TNE) has been widely researched. However, less widely researched is the area of understanding what academics at the offshore locations need to uphold the required academic standards of their partnered exporting universities. This area warrants close attention if Australian and other transnational education universities are to sustain their growth through a partnership model with offshore academics delivering a portion (often a substantial portion) of the teaching. Design/methodology/approach Two focus groups were conducted with a mix of long standing and newly recruited Malaysian lecturers who taught into an Australian degree through a partnership arrangement. The semi-structured questions which were used were derived from a preliminary literature review and previous internal institutional reports. Findings The findings from the focus groups indicate that TNE is largely “Australian-centric” when addressing the standard of academic quality and integrity. The findings pointed not so much to any sustained internationalisation of curriculum or administration or personnel but more as internationalisation as deemed required by the local academic. Originality/value To a greater extent, the findings highlighted that equivalent student outcomes do not necessarily equate to equivalent learning experiences or teaching workload. In fact, the frustration of the interviewees on the tension to fulfil the home institution curriculum and helping students to “comprehend” an Australian-centric curriculum translates to “additional and unrecognised workload” for the interviewees.
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Yao, Christina W., and Minerva D. Tuliao. "Soft skill development for employability." Higher Education, Skills and Work-Based Learning 9, no. 3 (August 12, 2019): 250–63. http://dx.doi.org/10.1108/heswbl-03-2018-0027.

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Purpose The purpose of this paper is to explore graduate students’ perception of how soft skills are developed at a transnational university in Vietnam, and how these soft skills contribute to their perceived employability. Design/methodology/approach This study utilized a qualitative case study method. In depth, semi-structured interviews were conducted with 24 graduate students at Vietnamese–German University. Findings Findings suggest that faculty utilized classroom-based practices to provide students the opportunity to enhance soft skills that are perceived to contribute to employability, such as skills related to independent work, interpersonal relationships and the ability to work in global contexts. In addition, interacting with international faculty played a large part in providing students the opportunity to develop their independent skills, critical thinking, communication and cultural competence. Practical implications Implications include multiple approaches, including faculty training, curriculum development and learner preparation. Institutions must consider how their curriculum contributes to the development of soft skills and how international faculty are prepared to engage meaningfully with students, particularly within specific global and political contexts. In addition, graduate students must also be prepared to engage in a classroom that promotes group work, class presentations and independent work. Originality/value This study provides insight on how a transnational institution can foster soft skills for employability in graduate students in Vietnam. Considering the growth of collaborative transnational institutions in Vietnam and Southeast Asia, findings and implications from this study provide recommendations on how to better prepare graduates for employability within a global economy.
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Domingo-Maglinao, Ma Lourdes, and Leilani B. Mercado-Asis. "Promoting Academic Exchange in Public Health: A Transnational Education Model." Journal of Medicine, University of Santo Tomas 5, no. 2 (December 31, 2021): 699–705. http://dx.doi.org/10.35460/2546-1621.2020-0060.

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International collaborative Master in Public Health programs provide students wider opportunities to engage in vital public health related work with specific populations and communities to improve health through awareness, education, policy, and research. A transnational education model to promote academic exchange in public health is hereby showcased with the collaboration of the University of Santo Tomas, Faculty of Medicine and Surgery and the University of Leeds, Nuffield Center for International Health and Development. The program was established through initial institutional visits of each respective staff, faculty capacity building through workshops and symposia, and final agreement on a laddered structure of curriculum. This article describes how this program was established.
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Caniglia, Guido, Beatrice John, Leonie Bellina, Daniel J. Lang, Arnim Wiek, Sean Cohmer, and Manfred D. Laubichler. "The glocal curriculum: A model for transnational collaboration in higher education for sustainable development." Journal of Cleaner Production 171 (January 2018): 368–76. http://dx.doi.org/10.1016/j.jclepro.2017.09.207.

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Schmidt, Sandra J. "“We Don’t Live In Jungles”: Mediating Africa as a Transnational Socio-Spatial Field." Teachers College Record: The Voice of Scholarship in Education 124, no. 6 (June 2022): 38–61. http://dx.doi.org/10.1177/01614681221111060.

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Background/Context: Amid rising immigration from the African continent to the United States, researchers have begun to explore the transnational identities and networks of African immigrants. There is a small body of literature about whether educational supports for immigrant youth are differentiated to address the particularities of African immigrant youth. Purpose/Objective/Research Question/Focus of Study: Transnational theories presume that subjects use social networks to connect home and diaspora. They are encountering both perceived and lived social spaces to navigate belonging in and across space. This study asks, “How do youth from the African continent mediate transnational belonging in NYC?” Studying the experiences of youth has implications for the curricular and extracurricular spaces of schools wherein newcomer youth navigate how to belong in the diaspora. Population/Participants/Subjects: Research participants are 19 newcomer African youth from Centrafrique, Cote d’Ivoire, Ethiopia, Guinea, Mauritania, Niger, and Senegal. Most of the youth are multilingual and speak French and English as third or fourth languages. Research Design: This qualitative study draws from participatory action research and visual methods. The study was conducted with Sankofa Club, a weekly afterschool student-led club. In the club, students responded to stereotypes by producing websites about the continent and carrying out research within the club to compare their homes and share their migration stories. Findings/Results: The article presents “Africa” as a Mediated Transnational Space, produced by hegemonic structures, that youth mediate as they connect homes. The study finds that youth wrestled with their identification as African. It reexamines transnationalism and positions Africa as a social field through which youth are produced (come to be) as African subjects, redress their belonging to that field by contributing their own symbols and experiences, and use it as they navigate an Africa-in-NYC that does not adhere to continental boundaries. Conclusions/Recommendations: Educators can support the belonging to home, Africa, and the United States by representing Africa as a generative space in curriculum and social practices.
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M. Lorenz, Karl, and Aricle Vechia. "FIRST EXPERIENCES WITH OBJECT LESSONS IN NINETEENTH-CENTURY BRAZIL: ORIGINS OF A PROGRESSIVE PEDAGOGY FOR THE BRAZILIAN PRIMARY SCHOOL." Revista Diálogo Educacional 5, no. 14 (July 17, 2005): 125. http://dx.doi.org/10.7213/rde.v5i14.7373.

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One can identify two great movements during the nineteenth century in which educational theories and practices were transplanted from Europe and the United States to Brazil. The first addressed the secondary school curriculum, and began with the founding of the Imperial College Pedro II in Rio de Janeiro in 1838. The college was created by the Imperial Government to, in part, serve as a model for private and public secondary schools in the provinces. Throughout the 1800s, French curriculum theory shaped the debates about the purpose, organization and content taught in the College, and to a larger extent, about the nature of secondary education in general. The second transnational movement centered on the method of teaching in the primary school.
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Saqipi, Blerim. "Understanding the Relation of Policy Discourse and Re-Conceptualising Curriculum: A Kosovo Perspective on a New Meaning of Context." Center for Educational Policy Studies Journal 9, no. 2 (June 20, 2019): 33. http://dx.doi.org/10.26529/cepsj.559.

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This article is an analysis of the meaning of context in implementing curriculum reform. It uses an analysis of two Kosovo curriculum reforms in the previous two decades to elaborate on how education systems engage in the transfer of transnational ideas as well as how they face challenges in making those ideas succeed. The article uses Discursive Institutionalism and the debate between the Didaktik and Curriculum Theory Traditions as a framework for analysis to understand the form of ideas and types of discourses that are relevant for successful curriculum reform. While the Kosovo curriculum reform has been struggling to find a balance between the Didaktik and Curriculum Theory traditions, it is evident that two reform projects did not provide sufficient possibilities forcoordinative discourse among key actors in the reform implementation. For reform to succeed, education systems need to balance between both background and foreground ideas as well as communicative and coordinative discourses. In education systems whose professional capacities are limited and whose resources are scarce, such a balance gains greater importance, indicating the need for more school-based development activities. Therefore, the context should not be viewed as solely static, but needs to be assigned a new meaning regarding what it is and should be placed at the service of reform implementation by recognising the importance of critical reflection when adopting a particular curriculum policy orientation and tailoring the discourse for promoting reform ideas.
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Tudor, Alyosxa. "Decolonizing Trans/Gender Studies?" TSQ: Transgender Studies Quarterly 8, no. 2 (May 1, 2021): 238–56. http://dx.doi.org/10.1215/23289252-8890523.

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Abstract In this article, the author argues that a decolonial perspective on gender means conceptualizing it as always already trans. The object of investigation is gender as a category and gender studies as a field of knowledge. To discuss what decolonizing trans/gender studies in Europe could mean, the author aims to bring different strands together that have been held apart so far: resistance against global attacks on gender studies, resistance against transphobic feminism, and the “decolonising the curriculum” movement in the United Kingdom. A critical focus on Eurocentric knowledge and truth claims means to define Europe as a complex set of geopolitical, historical, and epistemological processes and not just as a neutral location. At British universities, a mostly student-led movement has started to emerge that fights for decolonizing higher education. This movement is inspired by transnational student movements like Rhodes/Fees Must Fall in South Africa and calls for challenging racist, colonialist, nationalist, and neoliberal paradigms in knowledge production by addressing both issues of epistemology and access to higher education. Applying central political claims of the “decolonising the curriculum” movement, the author explores potentials and challenges of the task of decolonizing trans/gender studies in Europe and the global North. The author's intervention opens up a discussion on how to conceptualize knowledge on transgender with a central focus on decolonial and transnational perspectives.
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