1. GLOBAL PERSPECTIVES: USING WHAT STUDENTS SAY TO ENHANCE OUR PRACTICE Juliet Henderson jhenderson@brookes.ac.ukjhenderson@brookes.ac.uk Jane Spiro@brookes.ac.ukSpiro@brookes.ac.uk

2. Student voices diverseindividual local global collective Student opinion as tool in curriculum design enhancing students deep learning about freedom and citizenship (Dewey, 1966) Synergy resulting from bottom up construction of what is right within institutional structures (Habermas,1979) A force of change key to co-construction of new learning cultures

3. One voice among many So often it just takes one person to change the situation

4. Some aims of internationalisation? To prepare students for: … performing (professionally, socially, emotionally) in an international and multicultural context. Nilsson (2002:22) To develop global perspectives in the curriculum. This involves: … taking a broader, more critical view of experience, knowledge and (…) the links between our own lives and those of people throughout the world Bournemouth University (Brookes IoC website)

5. Gathering student voices Semi-structured interviews with 8 – 12 broad focus questions Students in the following disciplines: Languages, Planning, Architecture, History, Communication, Education, Sports and Coaching, International Relations 46 students in small groups from pairs to 6 Interviews conducted June – Dec. 2007

6. Interpreting student voices bottom up approach: (grounded theory) Data as starting point: theory emerges from analysis Theorised approach: Starting with graduate competences and coding alongside these Blend the two approaches to form an integrated response

7. Emerging frameworks Emerging theoryGraduate competence Tower of Babel: shattered knowledge Value diversity of language and culture Them and us : clashing universesAwareness of their own culture and its perspectives and other cultures and their perspectives (University of South Australia) Attitudes to doing and accomplishing To be equipped with the skills of enquiry and analysis: to think (Rivzi 2002) StereotypingTo respect and empathise with other people, their culture, values and way of life (Nilsson 2003) Ethnocentrism

8. Responding Content within subject disciplines Pedagogy: activities, task design and assessment Outside the class environment

9. References Dewey, J. (1966) Democracy and Education, London: Free Press; Macmillan Habermas, J. (1979) Communication and the Evolution of Society, London: Heinemann Educational