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Reyes, Vicente, Jr.; Clancy, Sharon; Koge, Henry; Richardson, Kevin; Taylor, Phil – London Review of Education, 2021
This article explores how academics in a higher education institution (HEI) make sense of the challenges that they encounter in a neoliberal context typified by an increasingly globalised curriculum landscape. Two key questions are explored: What are the contours of the shifting boundaries which define the 'global curriculum' in HEI contexts? How…
Descriptors: College Faculty, Higher Education, Barriers, Neoliberalism
Wong, Sarah H. M.; Gishen, Faye; Lokugamage, Amali U. – London Review of Education, 2021
The Decolonising the Curriculum movement in higher education has been steadily gaining momentum, accelerated by recent global events calling for an appraisal of the intersecting barriers of discrimination that ethnic minorities can encounter. While the arts and humanities have been at the forefront of these efforts, medical education has been a…
Descriptors: Medical Education, Educational Change, Curriculum Development, Barriers
Arshad, Muminah; Dada, Rachel; Elliott, Cathy; Kalinowska, Iweta; Khan, Mehreen; Lipinski, Robert; Vassanth, Varun; Bhandal, Jotepreet; de Quinto Schneider, Monica; Georgis, Ines; Shilston, Fiona – London Review of Education, 2021
Within the literature on decolonizing the curriculum, a clear distinction is frequently made between diversity and decolonization. While "decolonization" entails dismantling colonial forms of knowledge, including practices that racialize and categorize, "diversity" is a policy discourse that advocates for adding different sorts…
Descriptors: Foreign Policy, Educational Change, Diversity, Political Science