ABSTRACT
This chapter aims to raise issues relating to the relevance of current university curricula to the twenty-first century globalised world. Here I consider the relationship between a university curriculum and the social and cultural practices of the world beyond the university and ask what sorts of curricula might be appropriate for an increasingly complex technological world where we are more strongly connected with our global neighbours. In particular, the work initiated by the ‘New London Group’ (1996), including further work by Kalantzis and Cope (2005) and Kress (2000), is discussed as a way of rethinking approaches to designing a university curriculum for a globalised world. This work developed a new pedagogical framework which was encompassed, amongst other ideas, by the idea of ‘multiliteracy’ and aimed to reflect some of the complexities of contemporary society.
