ABSTRACT

This chapter focuses on selected aspects of the hidden curriculum with respect to fostering an inclusive environment along with some aspects of the informal curriculum. It discusses the formal curriculum with its content and design, and examines how learning experiences are framed to 'deliver' and assess the content. The chapter considers diversity issues which extend beyond those raised by international students on campus or by the global context as framed by foreign frontiers. It includes questions of English language ability, and broader institution practices. The questions are developed from a publication on embedding cross-cultural capability and global perspectives utilized in one institution-wide curriculum review process, now available under a Creative Commons Licence for free adaptation. The chapter suggests that learning that it is acceptable and normal to other another, in order to bolster established in-group identity, is likely also to transfer. It provides some examples of stereotyping and categorization which contribute to the hidden curriculum of campus spaces.