ABSTRACT
Today, education abroad curriculum integration is a widely accepted and expected practice in US higher education. Yet, within education abroad, curriculum integration has too often become a rote exercise in course-matching. This chapter argues that education abroad curriculum integration be considered as an opportunity for both continuity and disruption. It reviews the development of the concept of curriculum integration in education abroad, and suggested that other conceptions of curriculum integration can be helpful in developing a more powerful learning process. Deleuze and Guattaris concepts of striated and optic space, applied to student scenarios, have been used to facilitate a rethinking of education abroad curriculum integration. Ideally, education abroad curriculum integration will be an institution-/organization-wide effort, but impactful steps can also be taken in education abroad offices staffed by a single person, by adapting existing processes.
