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Global Citizenship, Global Health, and the Internationalization of Curriculum: A Study of Transformative Potential

University of Saskatchewan

^* To whom correspondence should be addressed. E-mail: lori.hanson{at}usask.ca.

	Abstract

Social transformation models of internationalization suggest the need for radical reform to curricula to foster engaged global citizenship, yet little is written depicting how individual courses and their instructors might support such reform. This article stems from and explores philosophical, pedagogical, institutional, and curricular issues related to that challenge. The article reports on a 6-year outcome evaluation of the impact and transformative potential of two interdisciplinary global health courses taught using transformative pedagogies. Results of the evaluation show promise that this model of internationalized curricula can foster personal transformation and global citizenship while creating bridges of understanding between local and global health issues. The course pedagogy may hold keys to increasing potential for social transformation through the process of internationalizing curriculum.

First published on August 22, 2008
Journal of Studies in International Education 2008, doi:10.1177/1028315308323207


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