INTERNATIONALIZATION
IN SETTLER CONTEXTS
Amanda Daly & Michelle Barker
Griffith University Australia
Kyra Garson
Thompson Rivers University Canada

WUNYA NGULUM
ACKNOWLEDGEMENTS

3

QUESTIONS ABOUT INTERNATIONALIZATION
KNIGHT (2004)
1. What are the expected benefits or outcomes?
2. What are the values that are underpinning it?
3. Who are the main actors, stakeholders, and
beneficiaries?
4. What are the positive consequences, what are
the unintended results, and what are the
negative implications?

THE END OF
INTERNATIONALIZATION?
We have to understand internationalization not as goals
itself but rather as means to an end (Brandenburg & de
Witt, 2010)
Need to intentionally and critically engage with the
“why” of internationalization and to reframe the
approach to focus on student learning.

HOW CAN INTERNATIONALIZATION
EFFORTS COMPLEMENT THE NEEDS OF
RECONCILIATION?

Are the paths parallel? Intersecting? Diverging?
Where must we strive to maintain each as discrete?
Where do local and global communities intersect?
What are our responsibilities contributing to Indigenous
peoples aspirations of success?

DISCUSSION
1. What do you see as the challenges of institutions
trying to both internationalize and indigenize?
2. What are the challenges to educators (professionally
or personally)?

OR IS IT ONLY THE BEGINNING?
Institutional challenges
• Academic imperialism?
• Deculturalizing?
• Contributing to inequity?
• “integration”?

“loss of intellectual and cultural
autonomy for those who are less
powerful”
(Altbach, 2004, p. 9).

Educator challenges
• Professional - Personal dilemmas &
demands
• Educators need to “engage in our own
work on an ongoing basis to unlearn
the racist perspectives and behaviours
we have been taught. Self-reflection on
our own privilege and on the ways we
have perpetuated the racist systems is
crucial”
(Rice & Pollack 2012, p. 128 cited in
Bennett et al, 2016)

IAU - AFFIRMING ACADEMIC VALUES IN THE
INTERNATIONALIZATION OF HIGHER EDUCATION:
A CALL TO ACTION (2012)
• Commitment to promote social responsibility.
• Pursuit of socially responsible practices locally and internationally, such as
equity in access and success, and non-discrimination.
• Academic goals such as student learning, the advancement of research,,
and addressing global problems at the centre engagement with the
community
• Affirmation of reciprocal benefit, respect, and fairness as the basis for
partnership.
• Safeguarding and promotion of cultural and linguistic diversity

AUSTRALIA AND CANADA
A comparison

INTERNATIONALISATION: A BRIEF HISTORY
Australia

Canada

• AID

• DEVELOPMENT (CIDA)

• TRADE

• TRADE & MOBILITY

• INTERNATIONALISATION

• I@H

CHANGING DEMOGRAPHICS IN
HIGHER EDUCATION
Australia
• Indigenous people comprise 3% of
total Australian population; 36% are
aged 0-14 (Dept Prime Minister &
Cabinet, DPMC, 2017);
• 61.5% Year 12; 0.7% University
enrolments (DPMC, 2017; Pechenkina
& Anderson, 2011)
• Second highest proportion of
international students in OECD (Olsen,
2014; DET, 2017)
• Peak in migration; 28% of Australians
born overseas. Another 20% have
parents born overseas (ABS, 2016)

Canada
• Aboriginal youth population growth
(StatsCan, 2011)
• Over 400,000 Indigenous youth in
Canada will be entering the labour
force over the next decade (CIC,
2015).
• 83% increase in international student
population since 2008 (CBIE, 2015)
• Projection: by 2031, 46% of Canadians
under the age of 15 will have been
born outside of the country or have
parents born outside of the country
(StatsCan, 2010)

AUSTRALIA & CANADA: COMMONALITIES
International
• Destination countries for globally
mobile students
• Focus on recruitment & outward
mobility
• Governments see
internationalization in economic
terms
• Immigration agenda
• Neoliberal internationalization

Indigenous
• Colonial pasts and present
• History of residential schools and
scoops - “stolen generation”
• Recent federal apologies – 2008
• Neoliberal Indigenous economic
development

INTERNATIONALIZATION AS INDUSTRY
Canada

Australia

• Over 218,000 students
• $8.0 billion in 2010
• $4.9 billion GDP contribution to
the Canadian economy
• 445 million govt revenue
• 86,570 jobs

• Over 300,000 in higher education;
700,000 across all sectors

(Based on 2010 stats, Roslyn Kunin, 2012)

(Deloitte Access Economics, 2015)

• IE top service export- $19.65b in
2015
• $17.1 billion GDP
• 131,000 employees; 1.3% of
workforce

DIVERGENCES
Australia
• Aboriginal & Torres Strait Islander
perspectives included in the
National Curriculum K-10;
Framework for languages
• “Curricularising” Aboriginal
Knowledges
• Government & community divide

Canada
• TRC Calls to Action
• Indigenous population understood
as highly diverse
• Reconciliation focus
• “Indigenizing curriculum”
• Revival of languages

TRC: CALLS TO ACTION #62 & 63
• #62 ii educate teachers on how to integrate
Indigenous knowledge and teaching methods into
classrooms.
• iii. utilize Indigenous knowledge and teaching methods
in classrooms.
• #63 ii. Sharing information and best practices on
teaching curriculum related to residential schools and
Aboriginal history.
• iii. Building student capacity for intercultural
understanding, empathy, and mutual respect.

MEANWHILE IN AUSTRALIA
Narragunnawali: Reconciliation in Schools and Early Learning
Priority areas:
• Building pathways
• Raising aspirations
• Increasing enrolment levels and success rates
• Increasing staff numbers
• Enhancing status of Indigenous cultures and knowledges on campus
• Wider participation of Indigenous people in university governance &
management

UNIVERSITIES AUSTRALIA- GUIDING PRINCIPLES
1. Embed Indigenous knowledges and perspectives in all university curricula
to provide students with the knowledge, skills and understandings which
form the foundations of Indigenous cultural competency.
2. Include Indigenous cultural competency as a formal Graduate Attribute or
Quality.
3. Incorporate Indigenous Australian knowledges and perspectives into
programs according to a culturally competent pedagogical framework.
4. Train teaching staff in Indigenous pedagogy for teaching Indigenous
Studies and students effectively, including developing appropriate content
and learning resources, teaching strategies and assessment methods.
5. Create reporting mechanisms and standards which provide quality
assurance and accountability of Indigenous Studies curricula.

UNIVCAN PRINCIPLES ON
INDIGENOUS EDUCATION
• Promote dialogue between Indigenous and non-Indigenous students
• Greater exposure and knowledge for non-Indigenous students on the
realities, histories, cultures and beliefs of Indigenous people in Canada
• Recognize the importance of fostering intercultural engagement among
Indigenous and non-Indigenous students, faculty and staff

STRATEGIC CHANGEMOVING BEYOND RHETORIC AND SEEKING SYNERGY
Griffith University Internationalisation Strategy (2014-2017):
“ interculturalisation of the curriculum ensuring graduates have the
appropriate competencies and proficiencies to undertake their roles as global
citizens”
“TRU will prioritize programs and practices that support diversity, inclusion and
intercultural understanding between our Aboriginal, local, regional and global
communities

Moving from policy to practice

“INTERCULTURALIZING” CURRICULUM

INTERNATIONALIZING THE CURRICULUM
The add-on approach

• Earliest approach
• Adds content to existing curricula
• Doesn’t modify structure or pedagogy

The infusion approach

• Most common approach
• Curriculum is infused with content that enriches intercultural awareness of cultures
• Exposes students to international and multicultural perspectives

The transformation approach

• Most difficult to adopt (least utilized)
• Based in critical pedagogy
• Challenges assumptions
• Revises or invalidates prior thinking
• Acknowledges and invites multiple ways of knowing
Based on the work of Sheryl Bond, Queen’s University

HOLISTIC DEVELOPMENT
Cognitive Domain

Intrapersonal Domain

Interpersonal Domain

• Knowing: Degree of
complexity of one’s view
of the importance of
cultural context in judging
what is important to know
and value.
• Knowledge: Degree of
understanding and
awareness of various
cultures and their impact
on our global society

• Identity: Level of
awareness of one’s unique
identity and degree of
acceptance of one’s
ethnic, racial, and gender
dimensions of one’s
identity.
• Affect: Level of respect for
and acceptance of
cultural perspectives
different from one’s own
and degree of emotional
confidence when living in
complex situations.

• Social Interactions: Degree
of engagement with others
who are different from
oneself and degree of
cultural sensitivity in living in
pluralistic settings.
• Social Responsibility: Level
of interdependence and
social concern for others

PEDAGOGICAL MODELS

DISCUSSION
Think of a time when you were really engaged and enjoyed
learning something – this can be anything.
Describe
1. what you learned
2. what made it a good learning experience

ABORIGINAL PEDAGOGY FRAMEWORK

Yunkaporta (2009)

CIRCLE AND THE BOX (DERRICK, 1993)
Learning is intuitive
and the
interaction of all
four parts of us
(emotional,
physical, mental
and spiritual)
teaching is
experiential

learning is step-by-step, logical
and mostly mental
teaching is didactic

COMPARISON OF PEDAGOGIES

(Newmaster et al.,2013)

TREE OF KNOWLEDGE

PEDAGOGIES
Transformative Learning (Mezirow; Cranton; 2006)
Ø Focus on how meaning is made and can be transformed – change not as
adaptation but as transformation.
Ø Emphasizes Critical reflection, Critical discourse and Praxis (application)
Multiple Perspective Pedagogy (Boston & Baxton, 2014)
ØSeeks to raise critical consciousness through inquiry based problem solving
ØConnection, community, culture, character, content, critical consciousness
(Curriculum Connection Module
Glocalization Pedagogy (Patel & Lynch; 2013)
Ø Alternate paradigm where local and global inform each other
Ø Focus on social responsibility, justice, and sustainable futures
Critical Pedagogy of Place (Trinidad, 2014; Wakeman, 2015)
Ø Power, identity, place
Ø Connects structures of power and oppression to social and ecological
issues through collective narrative

What we need is an “educational reform
that requires that we think differently about
the universality of knowledge"
(Mestenhauser, 1998, p. 21)

KUKSTEMC!
(THANK YOU!)

Journey to Awesome
pep talk

REFERENCES
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+2013
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Retrieved from https://internationaleducation.gov.au/research/InternationalStudent-Data/Pages/InternationalStudentData2016.aspx
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Minister’s Report 2017. Australian Government. Retrieved from
http://closingthegap.pmc.gov.au/
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doi:10.1177/1028315303260832

Mestenhauser, J. A. (1998). Portraits of an international curriculum: An uncommon
multidimensional perspective. In J. A. Mestenhauser & B. J. Ellingboe (Eds.),
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• Reforming the higher education curriculum: Internationalizing the campus (pp. 3- 39).
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https://www.westernsydney.edu.au/badanami/badanami_centre_for_indigenous_educati
on/tree_of_knowledge
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Competency in Australian Universities. Retrieved 16 October 2015
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Tyson Yunkaporta, Aboriginal Education Consultant, in Western NSW Region Schools, 20072009: Aboriginal Pedagogies at the Cultural Interface