The countries, located primarily in the northern hemisphere, that have historically been identified as “the West” or “first world” due to perceptions of their relative wealth, technology, and global dominance.
Published in Chapter:
Decolonizing Global Learning and Internationalization: A Human-Scale Case Study of Innovation
Gundolf Graml (Agnes Scott College, USA), Elaine Meyer-Lee (Goucher College, USA), and
Janelle S. Peifer (Agnes Scott College, USA)
Copyright: © 2021
|Pages: 16
DOI: 10.4018/978-1-7998-3796-1.ch007
Abstract
The implications and challenges of critical, responsible internationalization are central to the global learning aspect of Agnes Scott College's SUMMIT initiative, a reinvention of the curriculum and co-curriculars. Partly due to the human-scale size of a small liberal arts college, it has been able to take an unusually bold and integrated approach to internationalization, which includes providing faculty-led global immersion to every student but from a unique angle. This chapter will outline an approach to global learning that centers a critical focus on colonialism/imperialism/diaspora in its curriculum, including in its required, first-year interdisciplinary Journeys course; co-curriculars on the local impacts of globalization and migration; and assessment and research. This approach also manifests in taking into account the intersectional effect of students' multiple identities on these issues. The authors will share sample learning outcomes, activities, assignments, and faculty development strategies, as well as lessons learned for decolonizing global learning.