ABSTRACT
This chapter explores the ways in which transforming the curriculum in higher education can be fostered, enhanced and sustained. It discusses the dynamics of developing processes that co-opt key stakeholders of higher education to support curriculum transformation that may question current structures of higher education and open up the structures for marginalised groups and individuals. The chapter presents case studies based on an international European Commission Trans-European Mobility Scheme for University Studies IV programme Development of an International Model for Curricular Reform in Multicultural Education and Cultural Diversity Training that promoted diversity and children's and human rights. It shows how a ground-up approach of coordinating and managing the programme was based on principles of promoting diversity combined with a dynamic understanding of the culture of higher education in different societies and institutions. The chapter focuses on some higher educational institutions in Israel and in Georgia of DOIT's project and presents how they have integrated the transformative pedagogy.
