While working on the Intellectual Outputs, we gather literature on the subject of teaching and learning in an intercultural and international context. We share it with you here.
Båge, K., Jellinek, N., Pagèze, J., Valcke, J. & Welikala, T. (2020). Implementing Education for Sustainable Development in Higher Education. 2nd GUNi International Conference on SDGs: Higher Education & Science Take Action Summary Report.
Beelen, J., & Jones, E. (2015). Redefining Internationalization at Home. In A. Curaj, L. Matei, R. Pricopie, J. Salmi, & P, Scott (Eds.), The European Higher Education Area: Between Critical Reflections and Future Policies (pp. 59–72). Springer International Publishing, Cham.
Biggs, J. & Tang, C. (2011). Teaching for Quality Learning at University. Maidenhead: Open University Press/McGraw Hill.
Block, T., Van Poeck, K., Östman, L. (2019). Tackling wicked problems in teaching and learning. Sustainability issues as knowledge, ethical and political challenges. In K. Van Poeck, L. Östman, & J. Öhman (Eds.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 28-39). London: Routledge.
Brandenburg, U., de Wit, H., Leask, B. and Jones, E. (2020). Internationalisation in Higher Education for Society (IHES): Concept, Current Research and Examples of Good Practice, (DAAD Studies). Bonn: DAAD.
Båge, K and Valcke, J. (forthcoming in 2020). From English-Medium Education to Sustainable Development Goals – The Journey of a Medical University. In D. Coyle & F. Rubio Alcalá (Eds.), Developing and Evaluating Quality Bilingual Practices in Higher Education. Multilingual Matters: Bristol.
De Wit, H., Hunter F., Howard L., Egron-Polak E. (Eds.). (2015). “Internationalisation of Higher Education”, European Parliament, Brussels: EU. Retrieved March 27, 2020, from http://www.europarl.europa.eu/RegData/etudes/STUD/2015/540370/IPOL_STU(2015)540370_EN.pdf
Dreamson, N. (2017). Reinventing Intercultural education: A metaphysical manifest for rethinking cultural diversity. London: Routledge.
EQUiiP (n.d.). International Competence Profile for Educational Developers. Retrieved March 27, 2020, from https://equiip.eu/wp-content/uploads/2019/06/EQUiiP_EDProfile_v07June2019_10H55.pdf – accessed 27/03/20.
François, E J. (2017). “Preparing Glocal Citizenry, Implications for the Curriculum” in Higher Education in the World 6. Towards a Socially Responsible University: Balancing the Global with the Local. Global University Network for Innovation (GUNi). Girona.
Gurrìa, Angel. 2018. Opening remarks by the OECD Secretary General. In COPE international diversity forum. January. Retrieved March 27, 2020, from https://www.oecd.org/about/secretary-general/cope-international-diversity-forum-paris-2018.htm
Hanson, L. (2010). Global citizenship, global health, and the internationalization of curriculum: A study of transformative potential. Journal of Studies in International Education, 14(1), 70-88.
International Lesbian, Gay, Bisexual, Transgender and Queer Youth and Student Organisation, IGLYO. (2015). Teacher’s Guide to Inclusive Education. Retrieved 27 March 2020, from http://www.iglyo.com/wp-content/uploads/2012/04/IGLYO-Teachers-Guide-to-Inclusive-Education2.pdf
Iwinska, K., Jones, M., and Kraszewska, M. (Eds.). (2018). Widening Interdisciplinary Sustainability Education. Collegium Civitas: Siedlce
Jellinek, N. (2018). “Sustainability and the teaching context: the role of university educators” in K. Iwinska, M. Jones, & M. Kraszewska (Eds.), Widening Interdisciplinary Sustainability Education (pp. 31-43). Collegium Civitas: Siedlce
Leask, B. and Carroll, J. (2013). Learning and Teaching Across Cultures. Good Prectice Principles and Quick Guides. Retrieved March 27, 2020, from http://www.ieaa.org.au/documents/item/397
Leask, B. (2015). Internationalizing the curriculum. Routledge, Taylor & Francis Group, London; New York.
Karolinska Institutet. (2019). Strategy 2030-Creating Karolinska Institutet’s future together. Retrieved March 27, 2020, from https://staff.ki.se/strategy-2030-creating-karolinska-institutets-future-together
Kamanzi, B. (2016). “Decolonizing the Curriculum – A Student Call in Context”, University World News, 27 May. Retrieved March 27, 2020 from https://www.universityworldnews.com/post.php?story=20160527145138375
Kumar, M. and Pattanayak, S. (2018). Positioning Research: Shifting Paradigms, Interdisciplinarity and Indigeneity. India: Sage
Marinoni. (2019). Internationalization of Higher Education: An Evolving Landscape, Locally and Globally. Executive Summary. IAU 5th Global Survey Report. Retrieved March 27, 2020, from https://www.iau-aiu.net/IMG/pdf/iau_5th_global_survey_executive_summary.pdf
Nilsson, B. (1999). “Internationalisation at home—Theory and praxis”. EAIE Forum, p. 12.
Peters, M & Wals, A. (2016). Transgressive learning in times of global systemic dysfunction: interview with Arjen Wals, Open Review of Educational Research, 3(1), 179-189. DOI: 10.1080/23265507.2016.1217166
Rizvi, F. (2008). Epistemic virtues and cosmopolitan learning. The Australian Educational Researcher 35, 17–35.
SLU. (2019). SLU Policy for SLU’s global contribution to Agenda 2030. Retrieved March 27, 2020, from https://internt.slu.se/globalassets/ew/org/andra-enh/uadm/global/policy-for-slus-global-contribution-to-agenda2030.pdf
The United Nations Sustainable Development Goals Knowledge Platform. (n.d.). https://sustainabledevelopment.un.org/sdgs
UNECE. (2011). Learning for the future: Competences in Education for Sustainable Development, ECE/CEP/AC.13/2011/6; Retrieved March 27, 2020, from https://www.unece.org/fileadmin/DAM/env/esd/ESD_Publications/Competences_Publication.pdf
UNESCO. (2017). Education for Sustainable Development Goals Learning Objectives. UNESCO. Paris
UNESCO. (2011). Education for Sustainable Development: An Expert Review of Processes and Learning. Paris: UNESCO.
UNESCO. (n.d.). Global Flow of Tertiary-Level Students. Retrieved March 27, 2020, from http://uis.unesco.org/en/uis-student-flow
United Nations (2015). Transforming our world: The 2030 Agenda for Sustainable Development A/RES/70/1. Retrieved March 27, 2020, from https://sustainabledevelopment.un.org/post2015/transformingourworld/publication
Valcke, J., Preet, R., Knipper, M. & Båge, K. (2021). Conceptualising Teaching Spaces: The Intersection of Being, Belonging and Becoming. In: Teaching and Learning in higher education: the context of Being, Interculturality and New Knowledge Systems, M. Kumar and T. Welikala (eds). Emerald Publishing.
Waas, T., Hugé, J., Ceulemans, K., Lambrechts, W., Vandenabeele, J., Lozano, R., & Wright, T. (2012). Sustainable Higher Education. Understanding and Moving Forward Understanding and Moving Forward. Flemish Government – Environment, Nature and Energy Department, Brussels.
Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustainability Science, 6(2), 203–218.
Welikala, T. (2013). Inter-Perspective Pedagogy: Rethinking Culture and Learning in Multicultural Higher Education in the United Kingdom. In L. Jin and M. Cortazzi, (Eds), Researching Intercultural Learning: Investigations in Language and Education (pp.3 6-57). London: Palgrave Macmillan.