Unit introduction

Welcome to the module on Internationalization of the Curriculum, a component of the larger framework of “Internationalization at home” that promotes purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments. Over the past several years, the internationalization of curriculum has become a contested issue. In the postcolonial countries of the Global South, such as India, curriculum decolonization/indigenization and promotion of indigenous knowledge have become national policy priorities. Even though NEP 2020 talks about the promotion of education for global citizenship, when it comes to curriculum, the focus is still very strong on the promotion of indigenous knowledge systems and languages. Some Indian scholars have argued that this could be a good opportunity for collaboration to enable students and scholars from abroad to learn about Indian languages, history, politics, society, and economic development. In this module, we will read some of the work of these scholars and deliberate on how curriculum indigenization in the postcolonial Indian context can serve the purpose of internationalization of curriculum for American students and vice-versa.

Facilitator bios

Dr. Mousumi Mukherjee is Associate Professor & Deputy Director of the Centre for Comparative and Global Education under the aegis of the International Institute for Higher Education Research and Capacity Building, O.P. Jindal Global University. She has been also appointed as Honorary Senior Fellow of the Faculty of Education, University of Melbourne.
She is a distinguished Fulbright alumna with 20+ years of experience in the higher education sector of India, USA, and Australia. She is the Vice-President of Research and Partnerships Development of the STAR Scholars Network, an Executive Committee Member of the Indian Ocean Comparative Education Society (IOCES) and a Research Standing Committee Member of the World Council of Comparative Education Societies (WCCES).

As a Chief International Officer, Takeo Suzuko brings over 20 years of experience in international education and a proven track record of effectively managing faculty, staff, students, and budgets. He has a passion for creating transformative experiences for students and faculty alike and is committed to empowering individuals to become global citizens who can make a positive difference in the world.
In addition to his expertise in international education, he possesses strong grant writing skills and has experience working with federal agencies, including the State Department. Takeo has successfully secured numerous grants to support international education programs, research, and initiatives, and has developed a deep understanding of the regulations, policies, and procedures that govern international education programs. He is committed to promoting diversity, equity, and inclusion within his office and throughout their programs. By prioritizing these values, they can create an office and culture that is not only engaging and meaningful but also truly inclusive and welcoming to all.

Welcome message from facilitators