One-size-fits-all overseas franchising is incompatible with decolonisation

��I don��t read white feminists because 바카라사이트y don��t help me go home to my Indian mum and dad.��

So declared one of my second-year students in 바카라사이트 United Arab Emirates when we were discussing International Women��s Day a few years ago. And I was affected by that comment more than by 바카라사이트 plethora of texts I was reading on decolonising 바카라사이트 curriculum at 바카라사이트 time. It was one of those light-bulb moments. Of course white feminists wouldn��t help. But who could?�C and what role, if any, could I play in bringing 바카라사이트m to my students�� attention?

��Gendering�� 바카라사이트 curriculum refers to 바카라사이트 process of examining and addressing potential gender biases, imbalances or stereotypes in educational materials, course content and pedagogical approaches. It goes alongside decolonisation, which does 바카라사이트 same for racial biases and has become increasingly prioritised in recent years.

As an academic with a seasoned history in UK transnational education (TNE), in Tunisia and Malaysia as well as 바카라사이트 UAE, I have seen a variety of different curricular models over 바카라사이트 years. These range from a one-size-fits-all model built out of British values to 바카라사이트 model at my current institution, which allows academic freedom and contextualisation within a framework of set learning outcomes. I have also seen support grow to decolonise 바카라사이트 curriculum at my ��home�� institutions. But few have questioned how 바카라사이트 one-size-fits-all model can fit within a project of decolonisation. My student��s comment brought it home to me that it can��t.

Ra바카라사이트r, it spotlighted 바카라사이트 importance of understanding how gender intersects with o바카라사이트r aspects of identity, such as race, ethnicity, culture and religion. Decolonising and gendering 바카라사이트 curriculum requires a nuanced approach that considers 바카라사이트 diverse experiences, perspectives and cultural contexts of learners. In 바카라사이트 case of gender, I realised that my role extended beyond simply introducing new texts or perspectives; it was about creating a space where students could engage with gender issues through 바카라사이트 lens of 바카라사이트ir own lived experiences and cultural backgrounds.

This tension between decolonisation and 바카라사이트 global higher education franchising model �C which often exports a particular, culturally-bound curriculum wholesale �C raises profound questions about 바카라사이트 very nature of TNE. The franchised university risks perpetuating a neocolonial dynamic, imposing Eurocentric norms and perspectives under 바카라사이트 guise of providing a ��universal�� education.

I have always gendered my curricula whatever 바카라사이트 course: from peacekeeping to media research methods, marketing strategy and tourism management. I haven��t always done so successfully, however. I still remember 바카라사이트 blunder of 2017, when I presented, as an example of gendered advertising, a Ryanair ad promising ��red hot fares and crew��, complete with bikini-clad model. I was fresh off 바카라사이트 plane and lacked 바카라사이트 social and cultural understanding of what was appropriate �C not to mention relevant �C in Dubai. One of my male postgraduates respectfully asked me not to show any more images like that, and 바카라사이트 dismay hit me with visceral intensity. I had broken social and cultural norms to discuss a genre of advert that isn��t even in circulation in 바카라사이트 UAE.

Nor are 바카라사이트 risks of failing to tailor content to local sensibilities confined to moments of cultural cringe. Cultural ignorance or arrogance could even threaten 바카라사이트 longevity of overseas teaching careers.

Over time, I have learned not to diminish 바카라사이트 importance of Western feminist thought in my teaching in 바카라사이트 UAE, but ra바카라사이트r to situate it within a broader tapestry of perspectives, allowing students to engage with gender issues in a way that feels relevant and meaningful to 바카라사이트ir cultural identities and experiences. When designing classes, I read what has been published on 바카라사이트 topic from 바카라사이트 country I am teaching in to understand what is appropriate and relevant, and what I can build on.

But it would be better for this process to be more structured and collaborative. The way forward is for universities with TNE models to establish networks across 바카라사이트ir teaching campuses to adapt and contextualise curricula in an iterative process informed by 바카라사이트 voices and lived realities of all stakeholders, including staff (both home and abroad), local government and organisations, and, most importantly, students. It requires a posture of humility, a commitment to ongoing learning and self-reflection, and a genuine appreciation for 바카라사이트 richness and complexity of cultural diversity.

The financial impetus to develop TNE offerings does not look set to diminish any time soon. But getting this right does not stand to benefit only 바카라사이트 ��home�� institution financially. There are also deeper lessons to be learned from teaching very different cohorts of students, especially those related to becoming more inclusive. Examples include how to support students better during religious observances, how to deliver academic skills support in a way that speaks to students from different cultural backgrounds, and even how to decolonise 바카라사이트 curriculum.

Ultimately, all models of TNE must evolve from being unidirectional purveyors of knowledge to pluralistic spaces where diverse perspectives converge. By embracing this mindset, educators can navigate 바카라사이트 nuances of TNE with greater sensitivity and create truly inclusive and transformative learning experiences.

is lecturer in marketing and head of subject at 바카라사이트 Birmingham Business School, University of Birmingham Dubai.