ABSTRACT
One of the main current strategic priorities of many Western universities is ‘internationalisation’. Whereas the meaning of this initiative is clear in many areas the concept of ‘internationalising the curriculum’ causes consternation. For some the presence of international students in the class constitutes internationalisation of the curriculum, for others adding overseas case studies or the like suffices, and others focus on the induction of international students into ‘How the west is done’ (De Vita, 2007; Doherty & Singh, 2005). However, few appear to address the notions of transformative pedagogy as presented in the theoretical literature (Giroux, 1992; Harman, 2005).
