ABSTRACT
The chapter examines recent initiatives on a Canadian campus to use UDL systematically, within an International MEd in a Faculty of Education, to address some of the friction that exists between a traditional teaching culture and the expectations of International graduate students. The focus of the phenomenological reflection and of the analysis that follows firstly hones in on specific ways the UDL lens can be used to transform teaching and learning in Higher Education, in a landscape of Globalization and Internationalization. In a second stage, the chapter examines the repercussions of this growing interest for UDL within International Education, and the transformative impact this may have for the momentum towards systemic, campus-wide implementation. The main assertion of this chapter is that UDL implementation in Higher Education has reached a crucial juncture where its potential, goals and impact are being reformulated, no longer to address issues related to impairment, but rather in more global terms of pedagogical shift towards student-centered learning.
