Introduction: This booklet provides a sampling of higher education courses, methodologies and materials for those engaged in European and world citizenship education. Detailed examples are drawn from practice in Sweden, Belgium and Turkey and, in some cases, include materials developed through NGO-university collaboration.

Our approach builds on the distinction made in the 2008 CiCe booklet, ‘Education for World Citizenship: Preparing Students to be Agents of Social Change’, between global education, on the one hand, and world citizenship education on the other. In short, global education tends to put emphasis on providing students with information about such issues as human rights, the environmental, sustainable development, peace, the multicultural nature of our world, the costs and benefits of economic development, the impact of technology, etc. Whereas World citizenship education shifts the focus from gathering information to issues of critical analysis, values and habits of mind. It poses a fundamental question, namely, what can be done and what should be done, on the basis of what we know? It asks us to explore our multiple identities and ‘citizenships’ and to examine our obligations from local and world perspectives. Global education is all too often an intellectual exercise; world citizenship education ideally pushes us to a personal and often unsettling level of reflection and engagement.

This exploratory study aims to document and reflect on a range of articulations of international-mindedness (IM), related constructs and the conceptualizations of these constructs through a document analysis and literature review. The study addresses three principal questions: 1) how is IM conceptualized in the IB curricular context? 2) how are constructs related to IM defined and theorized in the research fields of international and intercultural education? and 3) how are IM and related constructs assessed within and outside the IB context? The study aims to increase understanding of international-mindedness as it is currently used both by the IB and others and to provide recommendations for future developments in thinking around IM.

This chapter focuses on the notion of intercultural dialogue (ICD) as a lens for considering the internationalisation policies of three European universities (Woodin, Lundgren and Castro). This led to the development of a framework for implementing an intercultural dialogue (ICD) approach in higher education. Issues of a social and educational nature, such as equity in terms of access and success, social cohesion, affordability or sustainable development, remain secondary or invisible. As D. Bourn notes: ‘even when economic forces have dominated a university’s response to globalisation, social and cultural questions have had to be recognised’. He argues for a reconsideration of pedagogy, the content of courses, the need to address intercultural dialogue and to engage higher education institutions in a more critical and student-oriented perspective with implications for citizens and societies. Within the prevailing global context of higher education, internationalisation has evolved into a broad range of rationales, discourses and approaches leading to different practices, which may conflict with each other.

The aim of this article is to report and reflect on a research project involving the conceptualization of the term International Mindedness, which is used across a range of International Baccalaureate (IB) global and local contexts. The research process involved both a critical analysis of IB official documents and a literature review of concepts related to this term, which revealed important differences in their interpretations. The results shed light on the process of articulating a concept that is used globally and interpreted locally.

Internationalisation is high on the agenda of higher education institutions across the world. Previous research on national and local policies surrounding this phenomenon has identified different discourses of internationalisation which may have an effect on practices such as student mobility. In order to understand better the role of student mobility in practice, the article analyses responses to an inquiry about internationalisation to a group of academic staff involved in intercultural education from universities around the world. Informants, all members of the research network Cultnet, working at 28 different universities in 15 countries, describe internationalisation within their practice, and their understanding of the role which student mobility plays in relation to this. Data were collected through questionnaires and interviews over a period of six months. The findings locate student mobility within discourses of internationalisation. They also raise questions in relation to the need for an intercultural dialogue approach in internationalisation. We argue that institutions and their staff should be aware of the discursive field of internationalisation in Higher Education, take a critical stance and analyse their own role in student mobility. How mobility fits within the field of intercultural education for incoming, outgoing and ‘home’ students should be highlighted and clarified in internationalisation agendas. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

The aim of this study is to examine the prospects of developing intercultural understanding through English as a foreign language (EFL) education in the Swedish comprehensive school. This overall aim is split into two subordinate aims: (1) to analyse and problematize the intercultural dimension of EFL as three discourses, research discourse, authority discourse and teacher discourse; (2) to relate the above discourses to each other in order to reveal a space for the interpretation of culture teaching and learning culture in EFL.The thesis is set in a broad social constructionist frame. The study draws on perspectives applied to culture theory (Street, Hannerz, Thavenius, Sjögren), current theories about language and culture (Kramsch, Byram, Risager), critical discourse analysis (Fairclough) and curriculum theory (Svingby, Englund). The intercultural dimension of EFL form an order of discourse with competing discourses. The findings are summarized as two categories, opportunities and obstacles for developing intercultural understanding in EFL education: Opportunities promoting intercultural understanding: (1) International and national guidelines prescribe understanding of otherness across the curriculum. (2) A theoretical base is available which is in agreement with the Swedish value base. (3) EFL syllabus introduces intercultural understanding and intercultural competence. Intercultural understanding shall be assessed. (4) The interviewed teachers consider developing students' understanding of otherness and self as important issues. (5) An increasing number of multicultural students can contribute to alternative perspectives in the language classroom. Obstacles preventing intercultural understanding: (1) Current research does not reach teachers. (2) The national syllabus narrows culture to factual knowledge, uses vague concepts and offers no assessment criteria. (3) National tests do not assess intercultural understanding. (4) School organisation, obstructs cross - curricular thematic education. (5) Teachers lack time for didactic reflection and development. (6) Local microcontext is seen as main obstructions. (7) Students' lack of ability to take the perspective of the other is considered a major obstacle. Finally the three discourses are related to each other and a model is presented showing a space for the interpretation of culture teaching and learning culture in EFL.

This chapter looks at an objective of the proposed Swedish National Strategy for Internationalisation of Higher Education (HE), which reads as follows: ‘All students who earn university degrees have developed their international understanding and intercultural competence’. It aims to analyse the Objective and Strategy from the axiomatic position that internationalisation in HE should be a matter of the education of the individual. Swedish universities like most HE institutions (HEIs) around the world have internationalisation high up on their agenda. HE as part of Sweden’s internationalisation agenda ‘had fallen behind’ according to the Minister of Education, and she decided to take a holistic grip of internationalisation of HE and launched an inquiry into increased internationalisation of HEIs in 2017. The internationalisation efforts of the HE institutions are predicated upon constructive cooperation with the rest of society and efficient coordination between government agencies in order to overcome national and global challenges.

Reading fiction from other cultures may open doors for new perspectives. The aim of this empirical case study was to learn if and how a cross-cultural web-baseda synchronous interactive conversation may promote intercultural awareness. This was done by providing teacher students from Sweden and the US with two fictional texts, one from each country, to be discussed on a web platform according to a set task. The study shows that the web-discussion increased the students´ critical cultural awareness. In further studies the choice of literary texts, student instructions, time management, communication language and medium have to be considered more thoroughly.

Internationella överenskommelser och den nya läroplanen visar på skolans främmande språkundervisning som ett medel för inlärarens personliga utveckling mot ökad förståelse av andra kulturer och den egna. Här skisseras en bakgrund till en kommande studie av hinder och möjligheter för interkulturella läroprocesser i engelskundervisningen.

Book description: Giving voice to researchers, policy-makers and practitioners through a range of international case studies, Educational Approaches to Internationalization through Intercultural Dialogue interrogates processes of internationalization strategy and practice, from an educational and intercultural dialogue perspective.

Addressing this important, under-discussed area of internationalization – the role of intercultural dialogue – this book provides theoretical reflections and applicable, practical case studies that focus on:

Support for integration programmes for international and home studentsMobility programmes and initiatives which use an intercultural dialogue approach The place of local languages and cultures in foreign language policiesThe possibilities within a higher education contextThe multilingual perspectiveStudent and staff perspectives

Focusing on teaching and learning, and exploring the latest research within the context of internationalization, Educational Approaches to Internationalization through Intercultural Dialogue is a must-read for anyone interested in, or currently involved in designing and implementing internationalization strategies within a higher education institution.

The covid-19 pandemic served as an accelerator to prioritise local internationalisation activities at many higher education institutions (HEIs). Internationalisation of formal curriculum at home is one of such activities that has the power to bring the benefits of internationalisation to all students, not only the mobile ones. To make this happen, university teachers need the expertise to become capable of designing and facilitating international practices in their disciplines.

The view of teaching staff as key players in internationalisation at home/internationalisation of the curriculum (IaH/IoC) is well established. However, even though teachers, in theory, may be aware of their role, research shows that there is great uncertainty about how to carry out their responsibility in practice. HEIs stand in front of the important task: equipping their teaching staff with the competencies to manage the challenges and opportunities that the international classroom brings.

This presentation will give an example of meeting this demand by introducing an ongoing initiative in creating a staff development course driven by the network for Strategic Internationalisation for Swedish University Colleges (HÖNSI).

A group of researchers, teachers, curriculum developers and international officers representing six Swedish HEIs have planned the joint course with the aim to increase the awareness of academic teachers about their role as intercultural educators and to support them in how to integrate an international, intercultural and global perspective in their own practice to increase their students’ intercultural competence. Our session will present the course plan, its learning objectives and contents. In addition, the dialogic planning process and its challenges will be discussed, for example, the balance between theory and practice and the didactic/educational issues: what is internationalisation, why internationalisation and how to ‘do’ internationalisation?

This book reports on a study that focused on teachers’ beliefs regarding intercultural competence teaching in foreign language education. It creates new knowledge on the variability, and relative consistency, of today’s foreign language teachers’ views regarding intercultural competence teaching in a number of countries.