ABSTRACT
This chapter focuses on the aspects of provision of particular relevance to faculty and faculty development within an internationalizing higher education: inclusive, prejudice-reducing and collaborative learning environments; disciplinary curricula that develop international and intercultural perspectives; and intercultural/international experiences for students beyond and within mainstream programmes of study. The chapter is about learning experiences that offers diverse students equivalent presence, power, and voice, and learning outcomes that deliver equivalent empowerment in job and life opportunities, across individual student identities. In some models, an intercultural curriculum might be couched largely in terms of skills and competencies for intercultural communication or employment. The chapter explores how content selection is approached within an intercultural curriculum for a multicultural and globalizing world. It focuses on Universities formally recognize and reward student learning through the assessment process. Intercultural learning experiences have also been promoted within multicultural education programmes through the provision of diversity experiences.
