Internationalization as De-Westernization of the Curriculum: The Case of Journalism at an Australian University

Rhonda Breit, Levi Obijiofor, Richard Fitzgerald

Research output: Contribution to journalArticlepeer-review

28 Citations (Scopus)

Abstract

Internationalization of the curriculum points to the interdependent and interconnected (globalized) world in which higher education operates. However, while international awareness is crucial to the study of journalism, in practice this often means an Anglo-American curriculum based around Western principles of journalism education and training that are deeply rooted in Western values and traditions. This tendency to privilege Western thought, practice, and values obscures from view other journalism practices and renders Western models of journalism desirable, replicable, and transplantable to any part of the world. This article discusses the engagement of a small group of staff in the process of thinking through the meaning of internationalization of the curriculum in their particular disciplinary and institutional context. The staff are located in a school of journalism and communication at a large research intensive university in Australia. The article describes the thinking behind their decision to focus internationalization of the curriculum on "critical de-Westernization" and social imaginaries. This was a gestalt shift resulting from discussion of the way in which "taken for granted" disciplinary canons had hitherto been uncritically embedded into the curriculum. It is argued that treating internationalization of the journalism curriculum as critical de-Westernization has conceptual and practical benefits in a globalized world.

Original languageEnglish
Pages (from-to)119-135
Number of pages17
JournalJournal of Studies in International Education
Volume17
Issue number2
DOIs
Publication statusPublished - May 2013
Externally publishedYes

Keywords

  • de-Westernization
  • internationalization
  • journalism
  • social imaginary

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